1. 1 Teaching grammar: Research, theory and practice Penny Ur 2011

2. 2 Background: prominence Grammar has always been prominent in language- teaching literature and research Historical reasons: the Latin/Greek tradition 20 th century: structural linguistics and transformational grammar 20 th century methodologies: grammar-translation, audio-lingualism Late 20 th century: the communicative approach

3. 3 Research and theory 1: concepts ‘correct’ or acceptable grammar implicit and explicit teaching

4. 4 Correct or acceptable? In general: ‘correct’ grammar remains a valid concept, and a legitimate objective of teaching. But: higher awareness of priorities higher awareness of grammatical differences between discourse varieties (e.g. spoken grammar, e-grammar)

5. 5 Implicit and explicit teaching The goal is implicit knowledge of grammar BUT It appears that some explicit teaching contributes to implicit mastery

6. 6 Research and theory 2: theories the input hypothesis the teachability hypothesis frequency as a basis for grammar learning the interaction hypothesis noticing skill theory

7. 7 The relationship between explicit and implicit knowledge The non-interface position The weak interface position The strong interface position

8. 8 Where does that leave us? Explicit teaching as well as implicit Importance of ‘noticing’ Practice: helps, but traditional exercises only are inadequate Awareness of developmental order Importance of frequency of encounter Importance of communicative input + output Importance of interaction

9. 9 PPP Skill-theory, practice-based The communicative approach Input hypothesis Task-based instruction Focus on form Consciousness -raising Input + pushed output Interaction hypothesis

10. 10 Implications for classroom teaching Problems with implementing research-based theory in practice: 1. Varied, sometimes incompatible, conclusions 2. Insufficient attention paid to purely pedagogical factors

11. 11 Ultimately: the teacher decides Teaching is informed, but not determined, by research-based theory (Widdowson). Methodological decisions are taken by the teacher within particular situations, determined by pedagogical constraints + professional judgement.

12. 12 A suggestion: five basic components of grammar teaching 1. Task-based + focus on form 2. Presentation- and practice-based 3. Communication only 4. Focus on form only 5. Exemplar-based

13. 13 1.Task-based + focus on form The basis of the lesson is a communicative task. We may teach bits of grammar / vocabulary / spelling before, during or after: but the focus is always on the communicative task. Example: an ‘agree/disagree’ discussion:

14. 14 A communicative task Discuss how far you agree with the following statements 1. The teacher should correct me when I make a mistake. Agree …………………………………………….Disagree 2. The teacher should ask other students to correct me when I make a mistake. Agree …………………………………………….Disagree 3. The teacher should get me to correct myself. Agree …………………………………………….Disagree 4. The teacher should make me rewrite essays after she’s corrected them. Agree …………………………………………….Disagree 5. The teacher should not only correct me, but also explain why what I said was wrong. Agree …………………………………………….Disagree

15. 15 Meaning-focused: Pair/group work Full-class summary and discussion Form-focused: modal should object / reflexive pronouns (correct me/myself)

16. 16 2. Presentation + practice A grammatical rule, presented inductively or deductively Then: practice activities, progressing from mainly form to mainly meaning focus.

17. 17 Practice activities move from attending to accuracy towards attending to fluency form-focused-----------------------  meaning-focused ‘make sure ‘make sure you it’s correct’--------------------------  communicate’ controlled---------------------------------------------  free decontextualized ---------------------  contextualized

18. 18 Mainly form-focus A. discrete items 1. A car is ……… than a bicycle. (fast) 2. Chinese is …………………. than English. (difficult). 3. A lion is ……………. than a dog. (big). B. full text Glenda: I don’t know which dress to buy, the red or the green! Sally: Well, the red one is …………. (expensive), the green one is much ….. (cheap). Glenda: yes, but the red one is much ………….. (pretty). Which do you think suits me …………(well)? …

19. 19 Example: The Present Perfect 1. Conventional form-focus Nina is looking everywhere but she can’t find her keys. She ………………… (lose them) Peter weighs only 50 kilos. Last month, he weighed 60. He …………… (be on a diet)

20. 20 2. Focus on meaning, but controlled form Find someone who......has slept in a cave.____________ ____________... has eaten caviar ____________ _____________... has visited India ___________ ____________... has been in a car accident ________ _________

21. 21 3. Focus on meaning, semi-controlled form (sentence completion): Since this time last year, I have …. 4. Focus on meaning, free sentence-making Think of a situation (using the present perfect) that would produce the reaction… 1. Oh dear!2. Wonderful!3. What a surprise! 4. Congratulations! 5. Help! 6. What a relief! 7. What a pity8. Thank you! 9. What a pity! 10. I’m sorry! 11. Oh no! 12. (sigh)

22. 22 5. Focus on meaning, full paragraph writing: Today is picture B. What has happened since yesterday (picture A)?

23. 23 6. Focus on communication Group discussion: You are a committee of experts who have to interview candidates for a specific course or profession. Your candidate is requesting:  to become a marriage counsellor  to become a kindergarten teacher  to join the police force  to work on a summer camp for teenagers  to become an ambulance driver

24. 24 3. Communication only Receptive:  listening to recorded or improvised speech  extensive reading  watching movies, TV … Productive:  talking, communication games  exchanging information,  creative or transactional writing…

25. 25 4. Form-focus only Examples:  ‘Tip of the day’ – isolated language points  Grammar rule explanations  Analysis of formulaic sequences  Comparison with L1

26. 26 5. Exemplar-based Familiarization or learning by heart of:  Chants  Poems  Proverbs  Dialogues  Songs  Performances: sketches or plays

27. 27 Variable selection and emphasis: Two examples Grammar teaching procedures in the following situations: A. ‘ELF’ at elementary level in a state school B. A university EAP course

28. 28 A. ‘ ELF ’ at elementary level in a state school Predominantly:  Presentation and practice  Exemplar-based learning  Focus on communication Occasionally:  Form-focus only  Task-based group work

29. 29 B. Young adults in a university EAP course Predominantly:  Task-based + reactive form-focus  Form-focus only  Communication only Occasionally:  Presentation + practice Very occasionally:  Exemplar-based

30. 30 In conclusion Research and theory have not produced a consensus on the best way to teach grammar. They have produced many interesting and suggestive insights. The practical five-component model proposed here is one possible basis for decisions about grammar teaching in specific contexts. The decision as to how to teach grammar in any specific context must be taken by the teacher.