Teaching Grammar in the Language Classroom

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Teaching Grammar in the Language Classroom

• Foundations Seminar in Foreign Language Teaching
• September 15, 2003

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Plan

• Deductive vs. Inductive Grammar Instruction
• Research results
• What are the benefits of a guided induction
  approach?
• Description of PACE
• Teaching videos and analysis
• PACE activity
• Lesson Planning Ideas
• Peer-teaching Grammar/ Class Observation Reports

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• In the past, a traditional classroom, with its
  emphasis on grammatical competence and explicit
  knowledge of language rules, did not provide
  occasions for learners to communicate
• -Adair-Hauck Donato, 2002

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• Unfortunately, many students who spent years
  learning only the formal properties of the
  language (sound system, verb conjugations, rules
  of syntax, vocabulary lists) could not, in the
  end, exchange information, express ideas or
  feelings, construct and control problem solving,
  or develop and nurture a social relationship in a
  second language.
• -Adair-Hauck Donato, 2002

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Importance of Communicative Competence

• It is through communication that we are able to
  improve our world, to prosper, and to enjoy it.
• -Cooper (1993)
• Communicative competence stresses the need to
  know how, when, and why to say what to whom.
• -Standards of FL Learning, 1996

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How do we focus on form within a communicative
framework?

• Teachers dont need to dichotomize language use
  pitting form against meaning or meaning against
  form (Johnson, 1992)
• Attention to form is beneficial to language users
  and critical to improving students language
  proficiency

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Deductive vs. Inductive

• Deductive
• Students learn grammar rule? Use Rule
• Inductive
• Use grammar rule ? Learn Rule

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When grammar is taught deductively, the teacher

• Explains the rule to the learners
• Provides NO CONTEXT or COMMUNICATIVE PURPOSE for
  the grammar
• Focuses on form first and then meaning
• Drills students to learn the rule mechanically
• Assumes all responsibility for student learning

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When grammar is taught inductively, the teacher

• Allows the learner to formulate and discover the
  rule (to induct)
• Provides a CONTEXT and PURPOSE for use
• Focuses on meaning first and form second
• Helps learners discover the rule through
  meaningful
• communication
• Empowers the students to problem solve and learn
  how to learn a language Source Donato, 2002

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Research Effectiveness of a Guided Induction
Approach

• Subjects 26 students enrolled in French 101 at
  Emory
• French in Action video audio program
• Within-Subjects Design
• Target structures 1. Au
• 2. Des- indefinite article
• 3. Pouvoir infinitive
• 4. Ne (verb) pas DE
• 5. Comparative
• 6. Du/ De la/ De l
• 7. Jouer à
• 8. Direct object pronouns
• 9. Imperative
• 10.Lequel/laquelle/ etc.
• Herron, C., Tomasello, M. (1992). Acquiring
  Grammatical Structures by Guided Induction. The
  French Review, 65 (5), 708- 718.

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Research Teaching Procedure Deductive Approach

• 1. Teacher points to a model sentence that
  exemplified the rule and then provides grammar
  explanation
• Model sentence Dans un avion, on peut parler à
  un
• ami on ne peut pas regarder un match de
  football.
• Oral rule statement En français, utilisez
  linfinitif après le verbe pouvoir

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Deductive Approach (cont.)

• 2. Teacher practices this rule with the students
  with a 10 item oral drill
• Instructions Cet exercise sappelle Dans un
  avion. Répondez
• affirmativement ou négativement à ma question.
• TEACHER (picture of people drinking) Dans un
  avion, peut-on
• boire?
• STUDENTS Oui, on peut boire
• TEACHER (picture of people dancing) Peut-on
  parler à un ami?
• STUDENTS Oui, on peut parler à un ami.
• TEACHER Peut-on faire du jogging?
• STUDETNS Non, on ne peut pas faire du jogging.

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Research Teaching ProcedureGuided Induction
Approach

• Teacher begins with introducing exercise Dans un
  avion and lead students in the previous drill
• Instructions Cet exercise sappelle Dans un
  avion. Répondez
• affirmativement ou négativement à ma question.
• TEACHER (picture of people drinking) Dans un
  avion, peut-on
• boire?
• STUDENTS Oui, on peut boire
• TEACHER (picture of people dancing) Peut-on
  parler à un ami?
• STUDENTS Oui, on peut parler à un ami.
• TEACHER Peut-on faire du jogging?
• STUDETNS Non, on ne peut pas faire du jogging.

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Guided Induction (cont.)

• 2. Directs students attention to the model
  sentences on the board and asks the class to fill
  them in chorally as a group.
• Instructions Maintenant, répondez avec
  imagination
• TEACHER Dans un avion, on peut ____________ à un
  ami on ne
• peut pas ________ un match de football.
• STUDENTS Parler/ Regarder
• 3. Teacher wrote in students choral response as
  they gave it and the teacher and students
  co-constructed the rule

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Test I (One day after grammar lesson)
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Test II (one week after grammar lesson)
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Overall Research Results

• Statistically significant at the plt.05 level

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Criteria for Effective Inductive Lessons

• 1. A clear and interesting CONTEXT
• 2. A purpose for the grammar in communication
• 3. Shows the grammar pattern clearly, frequently,
  and
• naturally in context
• 4. Keeps meaning and communication in focus (not
  just
• form)
• 5. Lesson moves from comprehension to production
• 6. Requires learner to communicate using the new
• grammar

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In an inductive approach

• Students will talk and use sentences with the new
  structures without having been taught the
  linguistic rules !
• How is this possible????
• Why is this a good thing???