eﬀec%ve grammar teaching: balancing input and output · eﬀec%ve grammar teaching: balancing...

Effec%veGrammarTeaching:BalancingInputandOutput

Thispresenta%onwillhelpyouenrichclassroom%mebyexamininghowtoincorporatetheprac%ceofreallanguageintogrammarlessons.

Par%cipantswill:•  considerwhat“realcommunica%on”means•  examinethemo%va%ngimpactthatcrea%vityandopportuni%esforpersonalexpression

haveonlanguagelearning•  workwithsamplelessonplansandcommunica%veac%vi%esthatbalancelanguageinput

andoutput

Theac%vityideasandprac%calstepsoutlinedinthissessionareapplicableforclassesofanyage,abilitylevel,orlevelofaccesstotechnology.

SpenserLemaich

SpenserLemaichworksasanEnglishforAcademicPurposesandexamprepara%oninstructorandteachertrainerinIndonesia,andhewaspreviouslyDirectorofStudiesataprivatelanguageschool.HerecentlyservedtwoyearsasaU.S.DepartmentofStateEnglishLanguageFellow,teachingLinguis%csandTEFLMethodologycourses.

SpenserhasspokenfrequentlyonELTmethodology,secondlanguageacquisi%on,andcultureinstruc%oninclassroomteaching.Heisastrongadvocateofengagingstudentsthroughcri%calandcrea%vethinkingandusinglearners’mothertongueinlanguageinstruc%on.HisMAinTESOLdegreeisfromBiolaUniversity.

©2019bySpenserLemaich.Effec%veGrammarTeaching:BalancingInputandOutputfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea%veCommonsAIribu%on4.0License,exceptwherenoted.Toviewacopyofthislicense,visithIp://crea%vecommons.org/licenses/by/4.0/

Effec%veGrammarTeaching:BalancingInputandOutput

Today’sTopics

1.  Theimportanceofbalancedinputandoutputincommunica%veteaching

2.  Balancinginputandoutputinlessonplanning3.Ac%vi%esforincreasingstudentoutputandsuppor%ngcrea%ve

expressioningrammarprac%ce

DiscussionQues%on1

Lookatpicturesoftwodifferentclassrooms.

Whichclassroomdoyouthinkwouldbemoreeffec%veforgrammarteaching?Why?

ClassroomA

ClassroomB

DiscussionQues%on1:Reflec%on

Lectureversusinterac%veenvironment•  Inputalonewillnotproducefluencyinproduc%veskills

(Brown&Larson-Hall,2012)

Whatisacommunica%veclassroom?•  Learningbysharingandusinglanguageratherthansimplybeingtoldaboutit

TeachingversusLearning*-FirstInsightintoInput

*ThisideafromBrown,H.D.(2014).Principlesoflanguagelearningandteaching.WhitePlains,NY:PearsonEduca%on.

BalancingInputandOutputinaCourse

“Acourseshouldincludearoughlyevenbalanceof:•  meaning-focusedinput

•  language-focusedlearning•  meaning-focusedoutputand

•  fluencyac%vi%es.”

(Na%onandMacalister,2010,p.39)

DiscussionQues%on2:ALanguageJoke

Teacher: GivemeasentencethatstartswithI…Student: Iisthe…Teacher: Stop!YoushouldneversayIis–youshould

alwayssayIam.Nowtryagain-whatdidyouwanttosay?

Student: I’msorry.Iamtheninthleherofthealphabet.*

*ThisjokewasmodifiedfromasubmissiontotheInternetTESOLJournalsubmiIedbyMonirulHassanhIp://iteslj.org/c/jokes.html

Whatmistakedidthisteachermake?


• Aclassroomoutofbalance!

• Toomuchfocusonlanguageforms

• Notenoughengagingformeaning

OutputasCrea%veExpressionoftheIndividual

DiscussionQues%on3:AStory

fsdg

Howisthispossible?Whatcausedthis?

“Teacher,wehavestudiedthesesamegrammarlessonsyearaieryear,butwes%llhavetroublewiththemandmakemistakes

usingthem.”

Whatmightexplainthissitua%on?


• Primaryissue:alackofcommunica%veskillsprac%ce• Learningaboutlanguageorlearningtouselanguage?• Learninglessonsorprac2cingcommunica2on?

• Skills-integratedgrammarusebeginsinclassandextendsbeyond

Recap:ImportanceofBalance

Ques%on1:Inputaloneisnotenoughàcommunica%on

Ques%on2:Outputneedsmeaning,crea%vity,andpersonaliza%on

Ques%on3:Skills-integratedgrammarprac%cebeginsinclass

Today’sTopics




FindingtheBalance:Planning

1.Entering/exploringatopic2.Focusingonlanguage3.Respondingto/developingthetopic

SampleLesson1:thereisandthereare

•  Students:Beginners• Aim:Studentswillbeabletodescribeobjectsinaroomusing

thereisandtherearestructuresforsingularandplural

1.Exploretopic:review

vocabulary

2.Teachermodelslanguage(sing./pl.)

3.Personalizethrough

descrip%on

4.Interact:read,

ques%on,andfindauthor




RespondingtotheTopic:WrihenGalleryWalkasCommunica%veWri%ng



vocabulary

2.Teachermodelslanguage(sing./pl.)

3.Personalizethrough

descrip%on

4.Interact:read,

ques%on,andfindauthor



“Acourseshouldincludearoughlyevenbalanceof:•  meaning-focusedinput•  language-focusedlearning•  meaning-focusedoutput•  fluencyac%vi%es.”

(Na%onandMacalister,2010,p.39)

BalancingInputandOutputinLesson1

- workingwithroomimages- modelsentences-describingaroom-reading&findingtheauthor

Communica%veWri%ng–OnlineSpace

OnlineCollabora%veSpace(www.padlet.com)

SampleLesson2:presentperfectandpastsimple

•  Students:Pre-intermediateadultsinalanguageschool• Aim:Studentswillbeabletodescribegenerallifeexperiencesusingthepresentperfectandspecificdetailsusingthesimplepasttense

Entering/ExploringaTopicAnotherway?


vocabulary

SampleLesson2:presentperfectandpastsimple-dialog

Journalist:I’mherewithAnnJohnson,worldtraveler.What’sthemostinteres%ngtripyou’veevertaken?

Ann:Hmm…that’sadifficultques%on.Oneofthemostinteres%ngwaswhenIvisitedtheoldcityofPetrainJordan.Iwenttherelastsummer.

Journalist:Haveyoueverdoneanythingdangerous?Ann:IswamwithcrocodilesinBotswana2yearsago.Journalist:What’snextonyourtravellist?Ann:Ihaven’triddenontheTrans-SiberianRailwayinRussia.AndI’veneverseenthestatuesonEasterIslandinChile.

SampleLesson2:presentperfectandpastsimple–analysis

Journalist:I’mherewithAnnJohnson,worldtraveler.What’sthemostinteres%ngtripyou’veevertaken?

Ann:Hmm…that’sadifficultques%on.Oneofthemostinteres%ngwaswhenIvisitedtheoldcityofPetrainJordan.Iwenttherelastsummer.

Journalist:Haveyoueverdoneanythingdangerous?Ann:IswamwithcrocodilesinBotswana2yearsago.Journalist:What’snextonyourtravellist?Ann:Ihaven’triddenontheTrans-SiberianRailwayinRussia.AndI’veneverseenthestatuesonEasterIslandinChile.

Dialog/textofaninterviewofaworld

traveler

Analysisoftext:Ssfindexamplesoftenses&posi%ve/nega%ve/ques%on

forms

3or4studentsclaimtohavehadanexperience(onlyonehas).OtherSsaskques%onsand

guesswho

SampleLesson2:presentperfectandpastsimple

•  Students:Pre-intermediateadultsinalanguageschool• Aim:Studentswillbeabletodescribegenerallifeexperiencesusingthepresentperfectandspecificdetailsusingthesimplepasttense

SampleLesson2:presentperfectandpastsimple-interac%on

Ihaveswumwithdolphins.Ihaveswumwithdolphins.Ihaveswumwithdolphins.

BalancingInputandOutputinLesson2

“Acourseshouldincludearoughlyevenbalanceof:•  meaning-focusedinput•  language-focusedlearning•  meaning-focusedoutput•  fluencyac%vi%es.”

(Na%on&Macalister,2010,p.39)

-dialog/text-analyzethetext-crea%ngsentences-asking&answeringtoguess

Today’sTopics




IncreasingOutput:Think,Produce,andCommunicate

BuildingTopicsThroughBrainstorming

Teamsthinkof3experiences:

Whatexperiencesmightafamousworldtravelerhave?1.)ShehashikedintheHimalayas.2.)ShehascruisedontheNile.3.)ShehastouredEurope.

à Inthelanguagefocus,theteachergeneratesmodelsentences:-ShehasvisitedEuropemany2mes.-ShewenttoFrancein2010,2012and2016.

FocusingonLanguageHowelse?

Textanalysis:find

examples

Teachermodelslanguage

LanguageFocusThroughCompe%%on

GrammarGambleTeamsget100points.

Teamsareaskedtosecretlyiden%fyanerrorinasentence

Confident:offeralargenumberUnsure:offeralownumber

Pointsawardedbasedon

iden%fyingtheerror.

REDTEAM10025=125

BLUETEAM10010=90

ORANGETEAM1005=105

IhaveevervisitedtheTajMahalinIndia.

Thinking–RolePlayAc%vi%es

Situa%on:JobInterviewStudentA:EmployerStudentB:Prospec%veemployee

Providesupportifnecessary- Sentenceframes:Haveyoueverworkedin___before?When?- Listoftopicstocover- Timetobrainstormideas

How?

Communica%veSharingMingle/FindSomeoneWho…

Studentsuseasurveywithblanknames

___hasswumintheocean.

___hasnevertraveledabroad.

*askafollow-upques2on

How?

Communica%veSharing-Ques%onCard

•  Studentshaveaques%onandmustaskeveryoneelseinclass

Example:

Haveyouevereatensomethingunusual?

Whatwasit?Whendidyoueatit?

Wherewereyou?

ClosingComments

References

•  Brown,H.D.(2014).Principlesoflanguagelearningandteaching.WhitePlains,NY:PearsonEduca%on.

•  Brown,S.&Larson-Hall,J.(2012).Secondlanguageacquisi%onmyths:Applyingsecondlanguageresearchtoclassroomteaching.AnnArbor,MI:UniversityofMichiganPress.

•  InternetTESLJournalJokespage:hhp://iteslj.org/c/jokes.html

•  Na%on,I.S.P.&Macalister,J.(2010)Languagecurriculumdesign.NewYork:Routledge.

•  Pekoz,B.(2008).Integra%nggrammarforcommunica%velanguageteaching.TheInternetTESLJournal,Vol.XIV,No.10,October2008hhp://iteslj.org/Techniques/Pekoz-Grammar.html

Email:[email protected]

americanenglishwebinars.comamericanenglish.state.gov

facebook.com/AmericanEnglishatStatefacebook.com/AmericanEnglishforEducators

Thankyou!

eﬀec%ve grammar teaching: balancing input and output · eﬀec%ve grammar teaching: balancing...

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