+ Effective Learning and Application of

Effective Learning

+

and Application of

Grammar Knowledge in the Senior

Secondary English

Language Classroom

Grammar English

Senior

Secondary

Learning and

Teaching

Dr Simon Chan ssychan@hku.hk Faculty of Education The University of Hong Kong

Overview

1. Reflections on grammar and grammar teaching

2. Grammaring and how it links grammar to the four macro skills

3. Grammar consciousness-raising tasks 4. Discourse/text grammar

A Whatsapp Conversation between an English panel head

and an ELT educator

Do you agree with what the teacher suggested?

Do you think this is something Hong Kong students are facing?

What can we do to help improve this situation?

What else is needed?

Reflections on Grammar and

Grammar teaching

Courtesy of the conversation:

Dr Tracy Cheung

1- min Brainstorming Task

• Come up with a definition of “grammar” in 1 min.

• Share your definition with your partner(s).

A. Product vs. Process View of Grammar

• A set of static rules Vs a process of mapping grammar onto lexical items

• ‘Grammaring’ (Larsen-Freeman):

‘The process by which a sequence of words is fine-tuned in order to create a

more complex message than mere words can express’ (Thornbury 2006:93)

Part 1: What is grammar?



Grammar has to be taught and assessed in conjunction with

(rather than separately from!) the four macro skills



Grammar should be considered at the level of texts (and not just

sentences!)

Two Key Pedagogic Implications:

6

B. Functional and Discourse View of Grammar

Traditional grammar

vs Functional grammar (i.e. organising grammar items according to the communicative functions) at the discourse level

“…a bridge between ‘form’ and

‘meaning’ beyond the

sentence level

A three-dimensional grammar framework

(Larsen-Freeman, 2001)

Meaning

What does it mean?

Form

How is it formed?

Use

When/Why is it used Form/Structure

Morphosyntactic and lexical patterns

Phonemic/graphemic patterns

Meaning/Semantics

lexical meaning grammatical meaning

Use/Pragmatics

Situational context Linguistic context

“…in dealing with the complexity of grammar, three dimensions must concern us:

structure or form, semantics or meaning, and the pragmatic conditions governing use.”

(Larsen-Freeman, 2001, p.252)

+

 Provide scaffolding to students through different levels

9

CONTEXT

TEXT PARAGRAPHS

SENTENCE WORD GROUPS

WORD SYLLABLES LETTER PATTERNS

SOUND PATTERNS

patterns within the sentence patterns

within the text

patterns within the word

2. Grammaring Activities/Tasks

Grammaring tasks:

A. Practice type tasks (Thornbury’s examples)

B. Text reconstruction (Thornbury’s example and ‘Texting’ example)

C. Dictogloss/Grammar dictation (‘Stir-fry’

example)

A. Practice type tasks

• Please refer to Grammaring Task Sheets 1,3

B. Text Reconstruction

• Please refer to Task Sheet 2

B. Text Reconstruction (Cont’d)

u got d

gaga tkts? still in d q @20 ahead internet

jammed 2.

try l8r sry

sold out no prob

thx 4 trying

Texting seems to have features of both spoken and written language.

Write out this text

dialogue as if the two people were talking on the phone.

Why is this called

“grammaring”?

C. Dictogloss

• Let’s try it!

• Form groups of 3-4

• Listen to the text two times

– For the first time, do not write anything; just grasp what the text talks about

– For the second time, jot down as many key words as you can

• Then reconstruct the text with your group members. Make sure you try to keep the meanings as far as possible and all

sentences are grammatical

Nothing says Hong Kong home-cooking like a stir-fry. Fortunately for travellers, many

home-style stir-fry dishes are offered in restaurants too. Although stir-fries are a

humble home dish, they are quite difficult to pull off. To make a good stir-fry, the chef has to have excellent cutting skills and ensure

there is sufficient heat, precise seasoning, quick thickening and plenty of ‘wok hei’

Source: http://www.discoverhongkong.com/eng/dine-drink/what-to-eat/local-flavours/hk-stir-fry.jsp#ixzz3eW9vI8Ma

Advanced Grammaring: Dictogloss

15

- Blending meanings/ functions and forms

- Focusing extensively on a range of grammar items

- Focusing on grammar at the text level

- Connecting grammar with lexis

Grammar Dictation (Wajnryb, 1990)

http://library.hku.hk/search/t?SEARCH=grammar+dictation http://www.youtube.com/watch?v=4DtEuf0wNck

https://www.youtube.com/watch?v=lRQIDMCjS9c

Dictogloss: Text Reconstruction

16

3. Consciousness-raising Tasks

A C-R teaching and learning sequence for SS:

Step 1: Video-watching:

https://www.youtube.com/watch?v=uCezICQNgJU

Watch the video and answer the following questions:

1. What’s special about the car in the video?

2. Who makes the car?

3. Would you buy that car if you can afford it? Why/why not?

A C-R teaching and learning sequence for SS:

Step 2: Reading

Read the text and answer the following four questions.

1. Who wrote the text?

2. Where would you expect to find the text?

3. Could you suggest a title for the text?

4. Do you think the GM agrees with Bill Gates comment on lines 2-3? Why/why not?

A C-R teaching and learning sequence for SS:

Step 3: Grammar Discovery

Work in pairs. One of you will use SET A of the task sheet (P.1P.2P.3) and the other will use SET B (P.4P.2P.3). Follow the instructions and complete the tasks.

Consciousness-raising Tasks

• Promoting learner autonomy?

• Integrating grammar with the four macro skills

• Possibly deeper engagment and memory through self-discovery?

• Presenting multiple examples of the

targeted grammar item in a contextualised manner

• Looking at grammar at the discourse level

4. Grammar at the Discourse Level

• Goal: Building students’ awareness of uses of grammar items in texts (through which communication takes place)

• Strategy: Analysing texts and matching grammar items with their communicative purposes with the rhetorical structure of common genres

(Please refer to the sample in Discourse Grammar Reading Text and Task Sheet)

Use of Graphic organisers

Section Function in the text Typical language Patterns (examples) Subject To state what the letter is about A noun phrase beginning with ‘Proposal to…’

e.g. Proposal To Hold An ELT Book Fair At Your School

Introduction (first two paragraphs)

To…

Objectives

To…

Benefits

To…

Arrangements

To…

Conclusion (the last two

paragraphs)

To…

Grammar at the Discourse Level

• Aiming at identifying:

– the relationship between grammar and genre (text type) – grammar items typically found in (different parts of) the

targeted genre

– common genres in which the targeted grammar items are found

– the meaning/function of the grammar items and how they relate to the overall purpose of texts of various genres (i.e.

form-function mappings that are transferrable across genres)

• Going beyond the sentence level (e.g. conjunctions, passive voice)

• Linking grammar with the four macro skills

• Providing a platform for ‘reading-to-write’

• Possibility of alternatively starting with identifying the grammar item we want to focus on and then match it with a genre in which the item is typically used (e.g. the C-R task)

Common Genres in SS

• Discussion Texts

• Exposition Texts

• Narratives

• Recounts

• Explanation Texts

• Letters (formal/informal)

• Reports

• Procedural texts

• Descriptions

Conclusion: Principles of grammar teaching

• Grammar should be considered at the level of texts

• Focusing on the relationships between form, meaning and use

• Grammar has to be taught and assessed in conjunction with the four macro skills to promote its application, i.e. learning

grammar through the four skills and applying grammar while performing the four skills

Grammar

Listening Reading Speaking

Writing