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Transcript of Grammar
Nevertheless, Thornbury (2001) points out that teaching just for communication and forgetting grammar aspects, teacher puts students in an uncharted territory.
Larsen-Freeman (1993) proposes a balanced kind of instruction. Bearing in mind that students can have knowledge of a set of rules but if they don't know how to use them, how to adapt these rules to each context, they don't effectively use the language.
Since a long time ago people have the desire of learning a different language, a second or foreign one, and there are many reasons for that.
English teaching was based on grammar instruction with traditional classes, focus on linguistic features and teachers didn't consider the context as a fundamental tool for English Language Teaching.
Azad (2013), because of CLT, activities based on grammar instruction like Present-Practice-Production (P-P-P) were replaced by the ones based on functions and contextualized exercises, with communicative classes and small-group works.
This kind of communicative methodology took implicit instruction, which consisted in no-traditional classes, focus on context and meaning, teachers didn't concern about grammar, students should learn how to communicate,grammar would come unconsciously.
Larsen - Freeman (1993) images a balanced instruction, grammar and CLT, as an apple which has three wedges: form, mean, and use.
Before teaching something, the teacher has to make the following questions to each "wedge" respectively: How is it formed? What does it mean? Why is it used?
For a better ELT in grammar aspects not only an inductive instruction (students can infer the rules from given examples) is welcome but also a deductive one (students learn firstly and after they apply them in examples).
Teaching grammar in a communicative context is possible since teachers know how to make that relevant, meaningful and procedural.