Approaches to Teaching Grammar and Corrective Feedback

Nicole Mills (nmills@sas.upenn.edu)University of PennsylvaniaAugust 27, 2007

Plan

Deductive vs. Inductive grammar

PACE Model

Short presentation of a PACE grammar lesson

Corrective feedback and error correction

“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

“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

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

How do we focus on form within a communicative framework?

Teachers don’t 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

Deductive vs. Inductive

Deductive: Students learn grammar rule Use Rule

Inductive: Use grammar rule Learn Rule

Example: 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 jouer au

football.” (In an airplane, one can speak to a

friend; one cannot play soccer)

Oral rule statement: “En français, utilisez l ’infinitif après le verbe pouvoir”

(In French, use the infinitive after the

verb “pouvoir”)

Deductive Approach (cont.) 2. Teacher practices this rule with the

students with a 10 item oral exercise

Instructions: Cet exercise s’appelle “Dans un avion.” Répondez affirmativement ou négativement à ma question.

1. TEACHER: (picture of people drinking) Dans un avion, peut-on boire? (In an airplane, can one drink?)

STUDENTS: Oui, on peut boire (Yes, one can drink)

¡ TEACHER: (picture of people talking) Peut-on parler à un ami? (can one speak to a friend?) STUDENTS: Oui, on peut parler à un ami. (Yes, one can

speak to a friend)

3. TEACHER: Peut-on faire du jogging? (Can one jog?) STUDENTS: Non, on ne peut pas faire de jogging. (No, one cannot jog)

Example:Guided Induction Approach

1. Teacher begins with introducing exercise “Dans un avion” and lead students in the previous exercise

Instructions: Cet exercice s’appelle “Dans un avion.” Répondez affirmativement ou négativement à ma question.

1. TEACHER: (picture of people drinking) Dans un avion, peut-on boire? (In an airplane, can one drink?)

STUDENTS: Oui, on peut boire (Yes, one can drink)

¡ TEACHER: (picture of people talking) Peut-on parler à un ami? (can one speak to a friend?) STUDENTS: Oui, on peut parler à un ami. (Yes, one can speak to a friend)

3. TEACHER: Peut-on faire du jogging? (Can one jog?) STUDENTS: Non, on ne peut pas faire de jogging. (No, one cannot jog)

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 ________ au

football.

STUDENTS: Parler/ jouer

3. Teacher writes in students’ choral response as they give it and the teacher and students co-construct the rule

Empirical Research

Subjects: 26 students enrolled in Elementary French I

Within-Subjects Design

Target structures: 1. Au2. Indefinite article3. Pouvoir + infinitive4. Ne (verbe) pas DE5. Comparative6. Du/ De la/ De l’7. Jouer à8. Direct object pronouns9. Imperative10.Lequel/laquelle/ etc.

Herron, C., & Tomasello, M. (1992). Acquiring Grammatical Structures by Guided Induction. The French Review, 65 (5), 708-718.

Within Subjects Design

Class A Class B

Structure 1 Deductive InductiveStructure 2 Inductive DeductiveStructure 3 Deductive InductiveStructure 4 Inductive DeductiveStructure 5 Deductive InductiveStructure 6 Inductive DeductiveStructure 7 Deductive InductiveStructure 8 Inductive Deductive

ETC…

Test I (One day after grammar lesson)

Test II (one week after grammar lesson)

Overall Research Results

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 use of language

Empowers the students to problem solve and learn how to learn a language

Source: Donato, 2002

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. Use cognates and simplified language

5. Use visuals: drawing, magazine cut-outs, PowerPoint

6. Draw on learners’ previous knowledge

7. Keeps meaning and communication in focus (not just form) 8. Lesson moves from comprehension to production

9. Requires learner to communicate using the new grammar

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?

What are the benefits of such an approach?

Benefits of a Guided Induction Approach

1. Gives students confidence in the use of the structural patterns…they’ve already manipulated the structures

2. Motivates students

3. Increases the ratio of student talk to teacher talk

4. Challenges adult language learners and focuses their attention

5. Empowers students…they participate ACTIVELY in the process of language learning

6. Forces the teacher to fully understand the grammatical principle

PACE Model