By Vinita C. Gaikwad Teaching Grammar in the Context of Writing 1

By Vinita C. Gaikwad

Teaching Teaching Grammar in the Grammar in the

Context of Context of WritingWriting

1

OverviewOverview

• Background information• Theory• Application to teaching

2

Debate: Is Grammar Teaching Useful?

Debate: What is the best method of teaching grammar?

3

In China, in most schools, grammar is taught in the traditional way.This includes:

• Memorizing grammatical terms and definitions

• Completing loads of worksheets and exercises

• Learning several rules as well as their exceptions

4

Task: Task:

Write a letter to a friend inviting him/her to a party.

Normally, a model letter is provided, and students are encouraged to imitate sentences, substituting some details with their own, such as names, dates, place names, etc.

The activity is done using constant reminders that such an activity could appear on their final exam.

Students memorize the sentences and reproduce a similar letter when asked in the exam.

5

The End Result?The End Result?

Students acquire grammar skills in isolation

They do not connect their knowledge to their writing tasks

So, even if they pass very well in grammar tests, such as Gao Kao, they find it difficult to produce a composition that is free of grammatical errors.

6

There are no miracles here. No matter how students are taught

grammatical concepts, syntactic construction and stylistic devices, or

language conventions and editing concepts, they will not automatically

make use of these in their writing. Relevant research confirms what

everyday experience reveals: that teaching ‘grammar’ in the context of

writing works better than teaching grammar in isolation.

-- Constance Weaver, 2004

7

8

9

According to teachers in general, grammar is a difficult subject to teach mostly because they are at a loss for the most effective way to teach it.

Students are able to correct

sentences in isolation; however, the

connection is not made for their

everyday writing.

Wright, et al. (2006). Wright, et al. (2006).

The most effective way to teach grammar is by teaching it in the context of students’

own writing.’

Formal instruction in grammar is the most ineffective strategy for impacting student writing.

Teaching grammar in isolation will not improve student writing.

Hillocks (2006). Hillocks (2006).

10

How, then, should we teach How, then, should we teach grammar in the context of writing?grammar in the context of writing?

Learning styles specifically

refer to an individual’s natural,

habitual, and preferred ways of

absorbing, processing, and

retaining new information and

skills (Reid, 1995).

A student’s learning style,

their previous learning

experience, their attitude and

approach toward learning are

fundamentally linked (Junko

Ueno, 2005).

Language Teaching should

be learner specific.

11

Three Facts about the Chinese Learner

12

Mathematical AbilityMathematical Ability

According to a new study, brain

scans have revealed that Chinese

speakers rely more on visual

regions than English speakers when

comparing numbers and doing

sums (Khamsi, 2006).

According to Chen (1997) the According to Chen (1997) the Chinese traditionally visualize Chinese traditionally visualize concepts they wish to retain in concepts they wish to retain in their memory. their memory.

Lau (1996) mentions that they solve

mathematical problems easily as

compared with others.

13

Visual LanguageVisual Language

Initially, most characters were developed to imitate the image of the real world things.

14

Visual CultureVisual Culture

15

Visualization of

grammar

Better Writing

Sentence Combinin

g

16

Write a paragraph about your friend.

Combining sentences or parts of a sentence using the conjunction “and”.

Writing Task:

Grammar Focus:

17

1. Students discuss in pairs. Then report to the class what they have

discussed.

2. Students write the first draft. Then share their work with their partner.

Teacher assists in the activity and explains, when necessary, the benefits

of peer review.

3. Teacher reminds students the definition of a simple sentence.

4. Then explains the following diagram:

Two 50-minute periods

18modifier

SubjectSubject PredicatePredicatemodifier

The Reed-Kellogg diagrams : A scheme developed by Alonzo Reed and Brainerd Kellogg

19

5. Students help each other identify some simple sentences

from their drafts.

5. Teacher collects a few examples on the board and then

carefully chooses one sentence, such as My friend is

John.

6. Teacher draws, or displays, a diagram on the

board/screen.

My

1. My friend is John.

20

21

7. Next, ask students to help each other find a sentence that has the word ‘and’. Among the list you collect, carefully choose a sentence like this one:

John has a brother and a sister.

Identify the two underlying statements:

a

John has sister

a

2. John has a brother and a sister. Identify the two underlying sentences:

22

This is a simple sentence that has a compound object.

John has

brother

sister

a

and

a

2. John has a brother and a sister.

23

24

8. Encourage the pupils to find similar sentences in

each other’s paragraphs and draw diagrams

themselves. Go around assisting when necessary.

9. While monitoring the activity, take note of an error

relevant to the lesson, and explain it on the board with

the use of a diagram.

3. John is my best friend and we get along very well.

John is friend

We get along

best

wellvery

and

my

25

2. John is my best friend and we get along very well.

John is friend

We get along

my

wellvery

and

1. John has a brother and a sister.

John has

a

an

d

a

brother

sister

best

26

27

Complete the writing taskComplete the writing task

Encourages learner autonomy Students learn a point in grammar as well as

revise and edit their work. They see immediate results.

Very little terminology is used. Students identify their own strengths and errors. The visuals help in conceptualizing. Can be a fun activity / group activity

28

Teach only those grammatical concepts that are needed for editing writing.

Use minimal terminology. Experiment in sentence combining. Let them write for a real audience. Use a variety of visuals, especially

sentence diagrams. Provide opportunities to read.

29

I really do not know that anything has ever been more exciting than diagramming sentences. -- Gertrude Stein  

30

31