TEACHING GRAMMAR BY DIANE LARSEN FREEMAN

Authors:

Luis Villar

Hector Rojas

UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADORINSTITUTO PEDAGÓGICO DE CARACAS

DEPARTAMENTO DE IDIOMAS MODERNOSCATEDRA DE METODOLOGÍA

CARACAS, MAY 2012

RECOMMENDATIONS FOUND IN THE ARTICLE:

Conventional use of grammar Encourage a balance between Grammar and

Communication Integration of Morphosyntactic, semantics

and pragmatics

THE LEARNING PROCESS:

Learning through mapping, meaning and use instead of accumulation of structures

Backsliding, if guided may reinforce previous knowledge

THE LEARNING PROCESS:

Learners’ beliefs on L1 influencing new concepts on L2

Different learning processes affect SLA and they should be considered

THE TEACHING PROCESS:

Aims at having students using forms accurately, meaningfully, and appropriately.

The PPP (presentation, practice and production) approach should be systematically built toward communication

Instead of scheduling Grammar, teachers should derivate it according to the teacher’s decisions

THE TEACHING PROCESS:

Noticing, recasting and reformulating are processes that help grasping the information in a meaningful way, however, it’s teacher sided.

Enhancing the input, is another way to make students notice grammar; also, through input flooding.

Consciousness-raising task, permits students introduce grammatical generalizations from the data they have.

°The garden path, gives students information about structure without giving them the full picture, to provide it in an amicable way.

°Input processing, Output production and Collaborative dialogue are other ways to enhance student’s learning.

THE TEACHING PROCESS:

Emphasizing meaningful Form exercises instead of mechanical drills, students should receive feedback

Associating Meaning and Form of the particular target structure studied is the goal

Teachers must create the perfect environment for students to Use the previous two points

REFERENCES: Teaching English as a Second or Foreign

Language. Celce - Murcia.