EL 108

• Standard - is the regularization of grammar, spelling, language usage, and not to minimal desirability or interchangeability.
• Teaching and learning - a language serve as a liberating factor because it educates people in what language and linguistic manners are all about hence, we need to study the different key terms and concepts in study of grammar.
• Grammar - is what one knows about a language - the phonology, syntax, semantics and pragmatics while language skills are what we do with language including speaking, listening, writing and reading.
• "What we know about a language and what we do with a language had sparked controversies about their blurry boundaries" - (Benhima, 2015)
• Grammar - was the considered a method of teaching and learning a language in what we called Grammar-Translation Approach which viewed grammar as the core of the language.
• Larsen-Freeman (2001) - She shared that grammar should be seen as a skill rather than purely competence. She postulated grammaring to be the fifth skill (together with listening, speaking, reading, and writing) and referred to grammaring as the ability to accurately, meaningfully and appropriately use grammar structures.
• Grammar - is much more than knowing rules, though it is part of the construct.
• Grammaring - involves sensitivity to usage because grammar is more flexible that we think. Everytime we speak or write, we always consciously or unconsciously involved ourselves in doing grammar.
• Grammar - teachers should strip themselves of the idea that grammar is simply a set of rules for memorization. Rather, the goal of learners should be in the development of a skill and conceive grammar in its active and progressive sense.
• French linguist Antoine Meillet - introduced the concept of grammaticalization in his 1912 study "L'evolution de forms grammaticales".
• Grammaticalization - is described as the process by which grammar is created or study of this process. It is the language process change by which words representing objects and actions (i.e. nouns and verbs) become grammatical markers (affixes, prepositions, etc.) which results in the creation of function words through a process other than deriving them from existing bound and inflectional constructions, but instead derive them from content words.
• Grammaticalization - involves reduction and increased dependency.
• Reduction - also known as phonetic erosion or phonological reduction is an expression in linguistics that loses phonetic substance if it undergoes grammaticalization.
• Mistakes - usually refer to slips students commit, which they can correct themselves once pointed out to them.
• Errors - these are mistakes which the students can not correct themselves and therefore need an explanation.
• Positive feedback - confirms a student's response' correctness.
• Negative Feedback (Error Correction) - corrects the faculty language behavior of students.
• Positive Feedback - Confirmation, Praise, and Teacher's request to repeat.
• Negative Feedback (indirect/implicit strategies) - Recasts, Clarification requests.
• Negative Feedback (direct/explicit strategies) - Correct answer feedback, Guided Feedback: Elicitation techniques: Metalinguistic feedback. The teacher asks a question and/or provides a comment or information related to the utterance of the student without giving the correct form; Teacher request to repeat (with corrective intent).
• Spoken grammar - has a distinct approach from the one used in written grammar. The distinction is practically due to the fact that we don't speak the way we write, and we certainly don't write the way we speak.
• Grammatical assessment - is a fundamental aspect of teaching that helps determine student proficiency in language. It can be used to help identify the strengths and weakness of the learners.
• Assessment - has to be used constantly to determine how well students are comprehending the materials that have been covered. Assessment of grammatical ability is characterizing proficiency in different levels and contexts.
• Diagramming sentences

  • is visualizing how to fit together the different parts of a sentence. Words that modify another word are attached to the word they modify.
• • Sentence Diagramming is valuable for both English grammar students and teachers. To put in a diagram words in sentences forces the learners to identify the logical connections between different parts of the sentence.
• Sentence Diagramming - it is a form of sentence analysis which requires one to take the sentence. It helps students understand how a sentence works by breaking it down to the component pieces.
• Sentence Diagramming - it is like a puzzle which is not solved until all the parts are in the right place, and none are left over.
• •  Pedagogical Issues refer to issues in teaching grammar and one of these issues is if grammar should be taught and if so what grammar, when and how.

   
• Writing - can provide a unique opportunity to develop critical thinking skills.
• Writing - to communicate or transactional writing means writing to accomplish something such as to inform, instruct, or persuade but writing to learn is different.
• Language - provides us with a unique way of knowing and becomes a tool for discovering, for shaping meaning an for teaching understanding. Students explore language through creative writing, picking up grammar usage along the way and if there are specific problems with certain grammatical rules, it will be covered in a more structured lesson.
• Inductive teaching - method is the relation of grammar concepts, with teachers using techniques that are known to work cognitively and make an impression on students’ contextual memory.
• Deductive teaching

  • deductive method of teaching grammar focuses on instruction before practice.
• Deductive teaching - methods drive many students away from writing because of the tediousness of rote learning and teacher-centered approaches.
• Interactive learning

  • This method allows teachers to tailor their lessons to the different learning styles of students. For instance, games can include word puzzles or online quizzes.
• Function-notional approach

  • When designing a lesson teachers often choose a real-world situation as their “notion,” and choose corresponding functions to teach to prepare students to communicate in that situation in the lesson. For example, a lesson might be about how to buy something at a shop, in which case its notion is shopping and one of its functions might be asking prices.
• Situational contexts

  • Fromkin, Rodman and Hyams (2011) said context can be linguistic and situational.
• Linguistic context is about the information that was formally written or spoken.
• Situational context is the general knowledge that a person has of the world.
• Using texts, stories, songs and rhymes

  • There are different ways of using songs in the classroom. The level of students, the interests and the age of the learners, the grammar point to be studied, and the song itself have determinant roles on the procedure. Songs can be used with several techniques.