The Classroom The Classroom Teacher and Teaching Teacher and Teaching

GrammarGrammar

What is needed in order for What is needed in order for effective grammar teaching?effective grammar teaching?

►Content KnowledgeContent Knowledge►Pedagogical knowledgePedagogical knowledge►Pedagogical content knowledgePedagogical content knowledge►Knowledge of the learnersKnowledge of the learners►Classroom OrganisationClassroom Organisation►Teacher Personality and Teacher Personality and

characteristicscharacteristics

Content KnowledgeContent Knowledge

►Knowledge about the language Knowledge about the language (Declarative knowledge)(Declarative knowledge)

►Metalinguistic knowledgeMetalinguistic knowledge►Parts of SpeechParts of Speech►Ability to analyse sentences/textsAbility to analyse sentences/texts

Pedagogical knowledgePedagogical knowledge

►Knowledge about how people learn in Knowledge about how people learn in generalgeneral

►Knowledge about how to teach in Knowledge about how to teach in generalgeneral

►Basic skills in teachingBasic skills in teaching

Pedagogical content Pedagogical content knowledgeknowledge

► Knowledge about how best to present content Knowledge about how best to present content knowledgeknowledge

► Research findings about how people learnResearch findings about how people learn► Processes that are necessary: Attention, Processes that are necessary: Attention,

noticing, hypothesis testing, input, output, noticing, hypothesis testing, input, output, feedbackfeedback

► Processes that may occur as part of learning: Processes that may occur as part of learning: fossilization, overgeneralisation, transfer errorsfossilization, overgeneralisation, transfer errors

► How not to teach grammar (see Thornbury, pp. How not to teach grammar (see Thornbury, pp. 151-154)151-154)

Knowledge about Learning

Knowledge about Teaching

Knowledge about Content

Knowledge about learning particular types of content

Pedagogical Content Knowledge

Knowledge about teaching to particular types of learning

Knowledge about teaching particular types of content

Some general rules from Some general rules from ThornburyThornbury

► Teach grammar in contextTeach grammar in context► Teach grammar in order to facilitate use, not as Teach grammar in order to facilitate use, not as

an end in itselfan end in itself► Compromise on presentation time to allow for Compromise on presentation time to allow for

more time on practicemore time on practice► Teach only grammar students have problems Teach only grammar students have problems

withwith► Provide the right conditions for learning grammarProvide the right conditions for learning grammar► Teaching grammar must be done in an Teaching grammar must be done in an

appropriate mannerappropriate manner

Knowledge of the learnersKnowledge of the learners

►Thornbury - A-factor Thornbury - A-factor (appropriateness); age, proficiency (appropriateness); age, proficiency level, language background, interests, level, language background, interests, attitudes towards language, cultural attitudes towards language, cultural factors, personality – factors, personality – introvert/extrovert, field introvert/extrovert, field dependent/field independent dependent/field independent

Classroom OrganisationClassroom Organisation

►Thornbury – E-factor Thornbury – E-factor (Efficiency=economy, ease and (Efficiency=economy, ease and efficacy); efficacy);

►Group work/activitiesGroup work/activities►FairnessFairness►Balance e.g. fluency and accuracy; Balance e.g. fluency and accuracy;

variety in activitiesvariety in activities

Teacher Personality and Teacher Personality and characteristicscharacteristics

►What is the ideal teacher?What is the ideal teacher?►Confidence and self-beliefConfidence and self-belief►The teacher as a modelThe teacher as a model►ProfessionalismProfessionalism►Commitment and dedicationCommitment and dedication►Concern for students learningConcern for students learning►Continued improvementContinued improvement

Thank youThank you