TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOMTOPIC 1 1.0 SYNOPSIS INTRODUCTION TO GRAMMAR Topic 1 provides input on the teaching of grammar in the Primary School. It also discusses the different meanings and definitions of grammar. In addition, it willo compare and contrast between fluency and accuracy, grammar for young learners and the place of grammar in the primary classroom. 1.1 LEARNING OUTCOMES By the end of Topic 1, you will be able to: • • Demonstrate an understanding of the meanings and definition of grammar. Demonstrate an understanding of an overview of Teaching of Grammar in the Primary School 1.2 FRAMEWORK OF TOPICS CONTENT 1 The study of grammar consists.1 Meanings and definition of grammar Grammar according to Rutheford (1987) is “a necessary component of any language teaching programme” (p. These are the forms that language takes. of looking at the way these forms are arranged and patterned. This led to a constant debate among language educators and linguists regarding the nature and type of grammar instruction. the focus on grammar in language teaching was challenged with the emergence of teaching methodologies based on different learning theories. a fresh look at grammar was necessary causing linguists and language educators to rethink the status of grammar in language teaching and learning. sound. Such a challenge influenced not only the content and the curriculum in language teaching. and thus plays an important role in language teaching. how to structure sentences (syntax) and what style of language to use in a given context (pragmatics). There are various definitions of grammar. sentence and text. in part. However. Grammar is partly the study of what forms (or structures) are possible in a language.TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM SESSION ONE (3 Hours) 1. which affected the understanding of how second languages should be taught or learned.9). 1. All language in use can be analysed at each of the four levels. word.3 Introduction to grammar Grammar is central to the teaching and learning of languages. how to form words (morphology).3. These rules tell the speakers how to pronounce syllables (phonology). • Grammar can be defined as a description of the structure of a language and the ways in which units such as words and phrases are combined to produce sentences in the language (Dictionary of Applied Linguistics) 2 . Among them are. It is also one of the more difficult aspects of language to teach as well. but also the implication for teaching grammar. Thus. Thus a grammar is a description of the rules that govern how a language’s sentences are formed. text. Look at the following example: This is 0153456789. (Nunan. If you change the order of the sentences you no longer have a well-formed answerphone message. word and sound. 1994) Grammar is generally thought to be a set of rules specifying the correct ordering of words at the sentence level. Basically. there is a fairly fixed order of words that form a sentence. peeb Grammar explains why the following sentences are acceptable: 3 . At the word level. 2003) Grammar is the system of rules governing the conventional arrangement and relationship of words in a sentence. Likewise at the sentence level. We are not home right now. Beep after a leave the please message. ( Ur. Please leave a message after the beep. (Thornbury. This is 0153456789. 2007) Grammar is a description of the rules that govern how a language’s sentences are formed. These are the forms that they take. sentence.TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM • Grammar is roughly defined as the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning. 2008) • • • From the various definitions of grammar we can deduce that grammar is partly the study of what ‘forms’ are possible. This can be analysed at each of the four levels. We are not at home right now. For example: Please leave a message after the beep. (Brown. A study of grammar looks at the way these forms are arranged and patterned. a language consists words and sounds (when spoken). A classroom activity may aim either at accuracy or fluency. give information. Not we at right home now are.2 Fluency versus Accuracy The aim of the communicative approach is to get students to use language to communicate efficiently and to seek information. Right now we ar not at home. a distinction first made by Brumfit (1984). We is not at home right now. we need to get things done using language. However. The ability to recognise and produce well-formed sentences is an essential part of learning a second language. solve a problem etc.TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM We are not at home right now. 2012) Grammar is conventionally seen as the study of the syntax and morphology of sentences. This is 0153456789. for example. grammar facilitates the way we interact with other people when. (Adapted from Thornbury. Principally. Please leave a message after the beep Grammar communicates meanings – meanings of a very precise kind. The system of rules that cover the formation of words is called morphology. 4 . Take the following example. when and where things happen. grammar convey two kinds of meanings: • • representation – that is. grammar enables us to use language to describe the world in terms of how. The system of rules that cover the order of words in a sentence is called syntax. A fluency-oriented activity such as extensive reading and information gap aims to develop the students' spontaneous communications skills in using what they have already learned. but it does not convey meaning. and interpersonal – that is. An accuracy-oriented activity such as pattern drills is usually used in the teaching of a new target item.3. in certain situation a sentence may not make sense if only the form is correct. Syntax rules disallow. We are at home right now. 1. Morphology rules disallow. Speaking.TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM Accuracy activities: ● Purpose: the primary purpose is to help students achieve accurate perception and production of a target item which can be a sound. their performance is assessed on how few language mistakes are made. adolescents and adults among others in the following 5 . Harmer (2005) further explains that young learners learn differently from older children. a word. 1. their performance is assessed on how well ideas are expressed or understood. 2005). ● Purpose: the primary purpose is to help students practice language in Lisstening. People of different ages have different needs. Reading and Writing activities to so develop fluency in using the language in spontaneous communication.3. ● Activities: students' attention is focused on communicating information and expressing ideas. or a sentence structure. tasks do not usually simulate real-life situations. the target items are usually practised out of context or situation. ways. ● Material: the texts are usually composed of separate items. competences and cognitive skills (Harmer. etc.3 Grammar for Young Learners The age of our students is a major factor in our decisions about how and what to teach. students' errors are corrected. ● Material: the texts are usually whole pieces of discourses: conversation. texts are usually authentic and used as they would be in real life. tasks often simulate real-life situations. students' errors are not corrected unless it interferes with communication. their output is usually predictable. ISSUE: do you teach accuracy or fluency first? Accuracy To achieve accuracy Advantage: produce students who can reproduce accurately sentences learnt Disadvantage: May not be effective in communicating the language in real life situations. ● Activities: students' attention is focused on a particular target item.. their output may not always be predictable. stories. they can get easily bored. They often learn indirectly rather than directly – taking every information around them rather than focussing on the precise topic being taught Their understanding comes from explanation as well as from what they see and hear and interact with. losing interest after ten minutes or so. 6 . in and out of school. They find abstract concepts such as grammar rules difficult to grasp They have a limited attention span. 2007). 1. the English Language lesson aims to equip pupils with skills and provide a basic undrstanding of the English language so that they are able to communicate. In relation to the teaching of grammar for young learners. both orally and in writing. unless activities are extremely engaging. This is because incidental focus on form is valuable as it treats errors that occur while learners are engaged in meaningful communication. explicit grammar teaching is more effective at the intermediate to advanced levels than beginning levels (Brown. This corrective feedback can facilitate acquisition if it involves a mixture of implicit and explicit feedback.4 The place of grammar in the Primary classroom (a) The KBSR syllabus As stipulated in the curriculum spesifications for the primary school.3.TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM • • • • • They respond to meaning even if they do not understand individual words. TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM Objectives of the KBSR Syllabus i) ii) iii) iv) v) listen to and understand simple spoken English to be able to function in common everyday situations. speak and respond clearly and appropriately in common everyday situations using simple language. primary education is divided into two stages. 2 and 3 and Stage Two. write (including e-mail) for different purposes using simple language. and show an awareness and appreciation of moral values and love towards the nation. to read and understand different kinds of texts (from print and electronic sources) for enjoyment and information. introduced from Year 3 onwards. (b) The KSSR Syllabus Under the KSSR syllabus. Year 4. Grammar is only KSSR ENGLISH 7 . Stage One referring to Years 1. 5 and 6. the English language curriculum emphasises on the pupils’ development of basic language skills in building the proficiency in the language. In Year 1 and 2. read and comprehend a range of English texts for information and 8 .TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM KSSR States that: “By the end of Year 6. pupils should be able to: … use correct and appropriate rules of grammar in speech and writing. pupils should be able to: i) ii) communicate with peers and adults confidently and appropriately in formal and informal situations.” The following diagram shows the conceptual framework of the curriculum model. THE MODULAR CONFIGURATION Objectives Of the KSSR By the end of Year 6. and use correct and appropriate rules of grammar in speech and writing CURRICULUM ORGANISATION The Standard-Based English Language Curriculum for Malaysian National Primary Schools (SK) is designed to provide pupils with a strong foundation in the English language. style and form through a variety of media. It is stipulated in the KSSR syllabus that teachers should use Standard British English as a reference and model for teaching the language. appreciate and demonstrate understanding of English language literary or creative works for enjoyment. It should be used as a reference for spelling and grammar as well as pronunciation for standardisation.TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM enjoyment. 9 . iii) iv) v) write a range of texts using appropriate language.