Костанайский государственный педагогический институт

Факультет иностранных языков

Кафедра иностранных языков

Grammar practice goes first

Научный руководитель
Кудрицкая М.И.,
кандидат педагогических наук,
зав. кафедрой иностранных
языков

Костанай, 2015 г.
 Content

Introduction....................................................................................................................3
1. The importance of Grammar in learning Foreign Language......................................6
1.1.The principles and methods of teaching grammar ..................................................7
1.2. The major methods of grammar presentation.......................................................11
2.Classification of exercises for the assimilation of grammar.....................................18
Conclusion ...................................................................................................................29
References....................................................................................................................31
 Introduction
Language is an unavoidable part of everyday life. It is arguably the most
essential medium by which humans communicate with each other. Without language
the society would be in a mess of miscommunication, they would misunderstand one
another. Recognizing the language as a significant aspect of daily life causes us to
think and wonder why it is so often misused and fraught with errors.
There are many quotes of scholars and writers about the language and
grammar, most of them have the same aim and idea. As Edgar Allan Poe said “A
man's grammar, like Caesar's wife, should not only be pure, but above suspicion of
impurity.” However, a person who knows a language perfectly uses a thousand and
one grammar lexical, phonetic rules when he is speaking. Language skills help us to
choose different words and models in our speech.
It is clear that the term “grammar” has meant various things at various times
and sometimes several things at one time. One of the most necessary step for the
future teacher is to know what grammar means itself. Grammar is the whole system
and structure of a language or of languages in general, usually taken as consisting of
syntax and morphology (including inflections) and sometimes also phonology and
semantics. [1]
For me the grammar issue was settled at least twenty years ago with the
conclusion offered by Richard Braddock, Richard Lloyd-Jones, and Lowell Schoer in
1963. “In view of the widespread agreement of research studies based upon many
types of students and teachers, the conclusion can be stated in strong and unqualified
terms: the teaching of formal grammar has a negligible or, because it usually
displaces some instruction and practice in composition, even a harmful effect on
improvement in writing.” [2, pp. 37-38] Indeed, I would agree with Janet Emig that
the grammar issue is a prime example of "magical thinking": the assumption that
students will learn only what we teach and only because we teach.[3, pp. 21-30 ] But
the grammar issue, as we will see, is a complicated one. And, perhaps surprisingly, it
remains controversial, with the regular appearance of papers defending the teaching of
formal grammar or attacking it.[4, pp. 55-63]
Grammar is a component in all language skills: reading, writing, speaking, and
listening. Teachers need to know rules of grammar as well as techniques that help
students use grammar effectively and effortlessly. It is clear that the communication
depends on grammar, as a result no speaking is possible without the knowledge of
grammar, without the forming of a grammar mechanism. The main person who will
be able to develop such kind of mechanism is a teacher. Teaching grammar is of a
fundamental importance. However, the question is, how it should be tackled or what
kind of approach or methodology should be applied. There is no a simple rule or a
rule that can be generalized. This depends on the teacher's experience and preference
based on his actual assessment of the learners needs.
 1. The importance Of Grammar in learning Foreign Language
To judge by the way some people speak, there is no place for grammar in the
language course nowadays; yet it is, in reality, as important as it ever was exercise of
correct grammar, if he is to attain any skill of effective use of the language, but he
need not know consciously formulated rules to account to him for that he does uncon-
sciously correctly.
In order to understand a language and to express oneself correctly one must as-
similate the grammar mechanism of the language studied. Indeed, one may know all
the words in a sentence and yet fail to understand it, if one does not see the relation
between the words in the given sentence. And vice versa, a sentence may contain one,
two, and more unknown words but if one has a good knowledge of the structure of the
language one can easily guess the meaning of these words or at least find them in a
dictionary. No speaking is possible without the knowledge of grammar, without the
forming of a grammar mechanism.
If learner has acquired such a mechanism, he can produce correct sentences in a
foreign language. Paul Roberts writes: “Grammar is something that produces the sen-
tences of a language. By something we mean a speaker of English. If you speak Eng-
lish natively, you have built into you rules of English grammar. In a sense, you are an
English grammar. You possess, as an essential part of your being, a very complicated
apparatus which enables you to produce infinitely many sentences, all English ones,
including many that you have never specifically learned. Furthermore by applying
you rule you can easily tell whether a sentence that you hear a grammatical English
sentence or not.”
A command of English as is envisaged by the school syllabus cannot be en-
sured without the study of grammar. Pupils need grammar to be able to aud, speak,
read, and write in the target language.

1.1. The principles and methods of teaching grammar

Teaching grammar should be based upon the following principles:

Conscious approach
This means that in sentence patterns teaching points are determined so that
pupils can concentrate their attention on some elements of the pattern to be able to use
them as orienting points when speaking or writing the target language. For example, I
can see a book. I can see many books.
The teacher draws pupils' attention to the new element in the sentence pattern.
The teaching point may be presented in the form of a rule, a very short one, usually
done in the mother tongue. The rule helps the learner to understand and to assimilate
the structural meaning of the elements. It ensures a conscious approach to learning.
This approach provides favorable conditions for the speedy development of correct
and more flexible language use.[9, pp. 12-24] However it does not mean that the
teacher should ask pupils to say this or that rule. Rules do not ensure the mastery of
the language. They only help to attain the practical goal. If a pupil can recognize and
employ correctly the forms that are appropriate, that is sufficient. When the learner
can give ample proof of these abilities we may say that he has fulfilled the syllabus
requirements.
Conscious learning is also ensured when a grammar item is contrasted with
another grammar item which is usually confused.[13] The contrast is brought out
through oppositions. For example:

I have breakfast at 8 o'clock.

It's 2 o'clock. I am having breakfast.

He has been to Astana.

He was in Astana two years ago.

Give me a magazine (to read into the bus).

Give me the magazine (you have promised).

I like steak (more than any other food).

I like the steak (that my mum cooked).

The teacher should realize difficulties the sentence pattern presents for his
pupils. Comparative analysis of the grammar item in English and in Romanian or
within the English language may be helpful. He should think of the shortest and
simplest way for presentation of the new grammar item. The teacher should remember
the more he speaks about the language the less time is left to practice. The more the
teacher explains the less his pupils understand what he is trying to explain, this leads
to the teacher giving more information than is necessary, which does not help the
pupils in the usage of this particular grammar item, only hinders them.

Practical approach
It means that pupils learn those grammar items which they need for immediate
use either in oral or written language. For example, from the first steps of language
learning pupils need the Possessive Case for objects which belong to different people,
namely, Mike's textbook, Ann's mother, the girl's doll, the boys' room, etc. The
learner masters grammar through performing various exercises in using a given
grammar item. Teachers should teach correct grammar usage and not grammar
knowledge.

Structural approach
 Grammar items are introduced and drilled in structures or sentence patterns.It
has been proved and accepted by the majority of teachers and methodologists that
whenever the aim to teach pupils the command of the language, and speaking in
particular, the structural approach meets the requirements.[10, pp. 446]
Pupils are taught to understand English when spoken to and to speak it from the
very beginning. This is possible provided they have learned sentence patterns and
words as a pattern and they know how to adjust them to the situations they are given.
The teacher should furnish pupils with words to change the lexical (semantic)
meaning of the sentence pattern so that pupils will be able to use it in different
situations. He should assimilate the grammar mechanism involved in sentence pattern
and not the sentence itself.

Situational approach
Pupils learn a grammar item used in situations. For example, the Possessive
Case may be effectively introduced in classroom situations. The teacher takes or
simply touches various things and says: This is Assel's pen; That is Sasha's exercise-
book, and so on.
The teacher should select the situations for the particular grammar item he is
going to present. He should look through the textbook and other teaching materials
and find those situations which can ensure comprehension and the usage of the item.

Oral approach
Grammar items pupils need for conversation are taught by the oral approach,
i.e., pupils laud them, perform various oral exercises, finally see them printed, and
write sentences using them. For example, pupils need the Present Progressive for
conversation. They listen to sentences with the verbs in the Present Progressive
spoken by the teacher or the speaker (when a tape recorder is used) and relate them to
the situations suggested. Then pupils use the verbs in the Present Progressive in
various oral sentences in which this tense is used. Grammar items necessary for
reading are taught through reading.
If the grammar item the teacher is going to present belongs to those pupils need
for conversation, he should select the oral approach method for teaching.
If pupils need the grammar item for reading, the teacher should start with
reading and writing sentences in which the grammar item occurs.
While preparing for the lesson at which a new grammar item should be
introduced, the teacher must realize the difficulties pupils will meet in assimilating
this new element of the English grammar. They may be of three kinds: difficulties in
form, meaning, and usage. The teacher thinks of the ways to overcome these
difficulties: how to convey the meaning of the grammar item either through situations
or with the help of the mother tongue; what rule should be used; what exercises
should be done; their types and number. Then he thinks of the sequence in which
pupils should work to overcome these difficulties, i.e., from observation and
comprehension through conscious imitation to usage in conversation (communicative
exercises). Then the teacher considers the form in which he presents the grammar
item - orally, in writing, or in reading. And, finally, the teacher plans pupils' activity
while they are learning this grammar item (point): their individual work, mass work,
work in unison, and work in pairs, always bearing in mind that for assimilation pupils
need examples of the sentence pattern in which this grammar item occurs. [11, pp.14-
20]

1.2. The major methods of grammar presentation

There are two approaches in teaching grammar that can be applied: deductive
and inductive.
Inductive learning is the process of 'discovering' general principles from facts.
In a language classroom, an inductive approach involves getting learners to discover
rules and how they are applied by looking at examples. The role of the teacher is to
provide the language the learners need to discover the rules, to guide them in
discovery if necessary, and then to provide more opportunities to practise.
The inductive approach is often thought of as a more modern way of teaching: it
involves discovery techniques; it seeks in some ways to duplicate the acquisition
process; it often exploits authentic material; it has learners at the centre of the lesson;
and the focus is on usage rather than rules.
Deductive learning is the process of applying general principles to use.
In a classroom, a deductive approach means teaching learners rules and then
giving them opportunities to apply them through practice. The role of the teacher is to
present the rules and organize the practice.
The deductive approach is often thought of as a more traditional way of
teaching: it is teacher-led and teacher-centred, at least at the presentation stage; it
focuses initially on rules and then use; it often uses input language which is adjusted
to the learners and not authentic. These do not in themselves have to be traditional
ways of teaching, but they indicate a traditional approach.
As can be seen, both approaches provide opportunities for learning and address
the needs of different kinds of learners and learning contexts. Like almost all the
decisions we make in the classroom, we must be guided by our learners’ aims.
The inductive approach may be more attractive to us as teachers but does it
support our students’ learning fully?
The deductive approach may be more controllable but does it give our learners the
opportunity to develop their strategies and learning styles?
And like many of our decisions regarding the way we teach, the best way
forward may be to blend the two, guided by our aims and our understanding of our
own learners. For example, it may be useful for a class to start with a deductive
approach and then move on to a more inductive way of learning once they are used to
analysis of the language and ways of describing it.
 Deductive approach
A deductive approach is derived from the notion that deductive reasoning
works from the general to the specific. In this case, rules, principles, concepts, or
theories are presented first, and then their applications are treated. In conclusion,
when we use deduction, we reason from general to specific principles.
Dealing with the teaching of grammar, the deductive approach can also be
called rule driven learning.[12] In such an approach, a grammar rule is explicitly
presented tostudents and followed by practice applying the rule. This approach has
been the bread and butter of language teaching around the world and still enjoys a
monopoly in many course books and self-study grammar books (Fortune, 1992). The
deductive approach maintains that a teacher teaches grammar by presenting
grammatical rules, and then examples of sentences are presented. Once learners
understand rules, they are told to apply the rules given to various examples of
sentences. Giving the grammatical rules means no more than directing learners’
attention to the problem discussed. Eisenstein (1987) suggests that with the deductive
approach, learners be in control during practice and have less fear of drawing an
incorrect conclusion related to how the target language is functioning. To sum up, the
deductive approach commences with the presentation of a rule taught and then is
followed by examples in which the rule is applied. In this regard, learners are
expected to engage with it through the study and manipulation of examples.
Why use the deductive approach?
 It can meet student expectations. For many learners the inductive approach is
very new and somewhat radical, and it does not fit in with their previous learning
experiences.
 It may be easier. A class using the deductive approach, if well planned, goes
from easier to more difficult – which may be more appropriate for some learners. It
can also be easier for less experienced teachers as there is more control of outcomes.
 We can control the level of input language more.
 We can control our learners’ understanding of rules more – making sure that
the ideas they form about language are the right ones. In this way we can try to avoid
learners forming incorrect hypotheses.
 It may be a more efficient use of time; the inductive approach can take longer.
 It can be designed to meet the needs of more learning styles. The demands of
the inductive approach make it more suitable for a specific kind of learner.
 It is used by many coursebooks and it fits in better with many syllabus
structures.[14]
Most importantly, when the rules are presented in the deductive approach, the
presentation should be illustrated with examples, be short, involve students’
comprehension and allow learners to have a chance to personalize the rule.
Nonetheless, the deductive approach has its own advantages and disadvantages as
shown in Table 1 below.
TABLE 1.
Advantages and disadvantages of the deductive approach to teaching grammar
1.The deductive approach goes straightforwardly to the point
and can, therefore, be time-saving.
2. A number of rule aspects (for example, form) can be more
simply and clearly explained than elicited from examples
3. A number of direct practice/application examples are
Advantages immediately given
4. The deductive approach respects the intelligence and
maturity of many adult learners in particular and
acknowledges the role of cognitive processes in language
acquisition
5. It confirms many learners’ expectations about classroom
learning particularly for those who have an analytical style.
1. Beginning the lesson with a grammar presentation may be
off-putting for some learners, especially younger ones
2. Younger learners may not able to understand the concepts
or encounter grammar terminology given.
3. Grammar explanation encourages a teacher-fronted,
Disadvantages transmission-style classroom, so it will hinder learner
involvement and interaction immediately
4. The explanation is seldom as memorable as other forms of
presentation (for example, demonstration).
5. The deductive approach encourages the belief that learning
a language is simply a case of knowing the rule.

Inductive approach
An inductive approach comes from inductive reasoning stating that a reasoning
progression proceeds from particulars (that is, observations, measurements, or data) to
generalities (for example, rules, laws, concepts or theories) (Felder & Henriques,
1995). In short, when we use induction, we observe a number of specific instances
and from them infer a general principle or concept.
In the case of pedagogical grammar, most experts argue that the inductive
approach can also be called rule-discovery learning.[12] It suggests that a teacher
teaches grammar starting with presenting some examples of sentences. In this sense,
learners understand grammatical rules from the examples. The presentation of
grammatical rules can be spoken or written. Eisenstein (cited in Long & Richards,
1987) maintains that the inductive approach tries to utilize the very strong reward
value of bringing order, clarity and meaning to experiences. This approach involves
 learners’ participating actively in their own instruction. In addition, the approach
encourages a learner to develop her/his own mental set of strategies for dealing with
tasks. In other words, this approach attempts to highlight grammatical rules implicitly
in which the learners are encouraged to conclude the rules given by the teacher.

Why use the inductive approach?

 It moves the focus away from the teacher as the giver of knowledge to the
learners as discoverers of it.
 It moves the focus away from rules to use – and use is, after all, our aim in
teaching.
 It encourages learner autonomy. If learners can find out rules for themselves
then they are making significant steps towards being independent. We can take this
further by letting learners decide what aspect of the language in a text they want to
analyse.
 It teaches a very important skill – how to use real/almost-real language to find
out the rules about English.
 It can be particularly effective with low levels and with certain types of young
learners. It enables these students to focus on use, not complex rules and terminology.
 If we use authentic material as our context, then learners are in contact with real
language, not coursebook English.
 We can exploit authentic material from a wide range of sources to present our
target language.
 The rules and structures students discover are often more valid, relevant and
authentic than in a deductive approach, as they can be drawn from real use of English.
 The action of discovery helps learners remember.
 It reflects the acquisition process that children learn by, i.e. being in contact
with the language and using it, then finding rules and applying them to new contexts.
 This kind of task – and the independence it fosters - is stimulating and
motivating for many learners.
 This approach naturally encourages more communication, as learners need to
discuss language together.
 We are able to respond better to the needs of our learners. For example, we can
clearly see and address problems with understanding of a certain rule or item of lexis
as learners go through the process of identifying and analyzing it.
 We can support and encourage new learning styles and strategies. For example,
this kind of approach is good to develop reflective learning and learning in groups,
and encourages the strategy of using the English around us to find rules and examples.
[14]
Similar to the deductive approach, the inductive approach offers advantages
and disadvantages as seen in the Table 2 below.
TABLE 2
Advantages and disadvantages of the inductive approach to teaching grammar
 1. Learners are trained to be familiar with the rule discovery;
this could enhance learning autonomy and self-reliance.
2. Learners’ greater degree of cognitive depth is “exploited”.
3. The learners are more active in the learning process, rather
than being simply passive recipients. In this activity, they will
Advantages be motivated
4. The approach involves learners’ pattern-recognition and
problem solving abilities in which particular learners are
interested in this challenge.
5. If the problem-solving activity is done collaboratively,
learners get an opportunity for extra language practice.
1. The approach is time and energy-consuming as it leads
learners to have the appropriate concept of the rule
2. The concepts given implicitly may lead the learners to have
the wrong concepts of the rule taught.
3. The approach can place emphasis on teachers in planning a
Disadvantages lesson.
4. It encourages the teacher to design data or materials taught
carefully and systematically
5. The approach may frustrate the learners with their personal
learning style, or their past learning experience (or both)
would prefer simply to be told the rule.

2. Classification of exercises for the assimilation of grammar

Recognition exercises
Recognition exercises are the easiest type of exercises for pupils to perform.
They observe grammar item in structures (sentence patterns) when hearing or reading.
Since pupils only observe the new grammar item the situations should be natural and
communicative. The following types of exercises may be suggested.
For example:
– Listen to the sentences and clap whenever you hear the verbs in the Past
Simple Tense.
Mike lives in Pushkin Street. I lived there last year. Ann gets up at 7 o’clock in the
morning.
She got up at half past seven yesterday, etc.
It is desirable that sentences formed should concern real situations and facts. Pupils
listen to the teacher and claps when they hear a verb in the Past Simple. The teacher
can see whether each of his pupils has grasped the sentence.
– Read the sentences and choose the correct form of the verb. The following
sentences
may be suggested:
a. I (go, went) to school yesterday.
b. Tom (takes, took) a bus when he goes to school.
c. She (got, gets, gets) up at 7 o’ clock every day.
Pupils should read the sentences and find the signals for the correct choice of the
form. Since the necessary form is suggested in each sentence they should only
recognize the one they need for a given context.
Recognition exercises are indispensable as pupils retain the grammar material through
auditory and visual perception. Auditory and visual memory is at work.

Drill exercises
Drill exercises are more completed as they require reproduction on the part of
the pupils. In learning a foreign language drill exercises are indispensable. The
learners cannot assimilate the material if they only hear and see it. They must
reproduce it both in outer and inner speech. The more often they say it the better they
assimilate the material. Though drill exercises are those in which pupils have only one
difficulty to overcome, they should also be graded .
A. Repetitive drill. Pupils pronounce the sentence pattern after the teacher, in
imitation of the teacher, both individually and in unison.
For example:
Teacher: They are dancing in the park.
Class: They are dancing in the park.
Individuals: They are dancing in the park.
Or pupils listen to the dialogue and say it after the speaker.
– Is Ann dancing now?
– No, she isn’t.
– What is she doing?
– She is watching television.
Attention is drawn to the correct pronunciation of the sentence pattern as a sense unit,
as a statement (sounds, stress, and melody).
B. Substitution. Pupils substitute the verbs or phrases in a sentence pattern.
For example:
The children are dancing in the park.
The children were dancing in the garden.
The child was dancing in the street.
C. Completion. Pupils complete the sentences the teacher utters looking at the
pictures he shows.
For example:
 Teacher: Look at the picture.
Mike is ... ... .
Pupil: Mike is getting up.
Class: Mike is getting up.
Teacher: Mike is ... ... .
Pupil: Mike is dressing.
Class: Mike is dressing.
Attention should be given to the use of is in this exercise. The teacher should
pronounce Mike is ... to prevent the typical mistake of the pupils (Mike dressing). This
is essential structural element of the tense form of the Present Continuous; Russian-
speaking pupils, however, do not feel any necessity to use it.
Drill exercises may be done both orally and in written form. Pupils perform oral
exercises during the lesson and written ones at home.

Grammar test
A check on the assimilation of grammar material is carried out through:
- auding (if a pupil understands what he listens, he knows grammar);
- speaking (if a pupil uses the grammar item correctly, he has assimilated it);
- reading (if a learner understands what he reads, he knows grammar);
- tests.
Tests allow the teacher to evaluate pupils' achievement in grammar, that is, how each
of them has mastered forms, meaning, and usage. Tests in grammar may involve:
filling in the blanks; opening the brackets; transformation (e. g., make it negative,
change into plural, etc.); extension (e. g., / like to read books — I like to raid English
bocks in our library); completion (e. g., When I came home ...); making statements on
the pictures given; translation.

Creative exercises (speech exercises)

This is the most difficult type of exercises as it requires creative work on the
part of the learners. All the exercises are designed:
 to develop pupils' skills in recognizing grammar forms while auding and reading
English texts;
 to accumulate correct sentence patterns in the pupils' memory which they can
reproduce whenever they need these patterns for speaking or writing;
 to help the pupils to produce sentences of their own using grammar items necessary
for speaking about a situation or a topic offered, or writing an essay on the text heard
or an annotation on the text read .
Also, speech preparatory exercises subdivided into four:
Differentiation exercises:
•Past Perfect or Past Simple? Underline the correct verb form.
•Choose the right tense and complete the sentences.
•Put while, during or for into each gap.
•Will or going to? Complete the dialogue using the necessary form. Say when both
are possible [22].
Identification Exercises:
•Complete the conversations using the words from the box once only. Read the
dialogue till the end before you start.
• In the following pairs of responses, one verb form is right and one is wrong. Put a
tick for the correct response.
• In each sentence there are two mistakes. Find and correct them .
Imitation exercises:
•Listen to the questions and answers. In pairs, make similar conversations about
yourselves and your family.
•Make sentences according to the given model (pattern).
•Read the letter of invitation, identify the patterns. Write a similar letter.
•Write the dialogues using the cues .
Contextualization exercises:
•Complete the conversation using the new grammar forms.
•Put the words in brackets in the most natural place in the sentence.
•Answer the questions about you.
•Write suitable questions for the given answers .
 Conclusion

Grammar is the means through which linguistic creativity is ultimately

achieved. As it could be seen, the importance placed on grammar is a learner-driven
mechanism. Grammar is the basis upon which the superstructure of the skills of a
language acquired by a learner is built. Grammar can be taught basically with
examples using our routine day to day activities, action oriented examples can be
explained to reach the students in casual and friendly manner. First thing, students are
in the grip of fear for English grammar, and it must be removed gradually. Teachers
should deal with examples, which would trigger their minds to raise questions to be
more interactive, as a sign of healthy practice. Grammar should be taught lively in
cordial atmosphere. When things are practiced, students will acquire mastery of the
subject. Some teachers place grammar on the second place, which is not quite right. I
feel grammar is the "backbone" of a language and just as a person is crippled, if his
backbone breaks so it is the person who lacks proper grammar knowledge.
The aim of future teachers, is to form grammar skills and prevent children from
making grammar mistakes in their speech. The aim of foreign languages in secondary
schools is to develop school-students’ skills in order to understand speech and
participate it in conversation.
The method and techniques the teacher should use in teaching school-students
in secondary school is the direct method and various techniques which can develop
school-students’ four components of foreign language as listening comprehension,
speaking, writing and reading.
In this report was examined two kinds of approaches for learning grammar:
deductive and inductive. In a deductive approach rules, principles, concepts, or
theories are presented first, while in an inductive approach we observe a number of
specific instances and from them infer a general principle or concept. As a result
teachers can make a conclusion that in secondary school it is more beneficial to use
the inductive approach, since secondary school-students in their age confirm the
information from examples more.
To sum up the forming of grammar skills depends on training and exercising.
Training is of great importance to realize the grammar item. Teachers must use a lot
of training exercises for the assimilation of grammar. Also to provide the motivation
of learn English, encourage children to communicate, to develop understanding about
rules of grammar and their use in writing English.
Students are usually afraid of grammar, or at least bored with it. So It means
that the really difficult task to make them be interested in it. Students mustn’t teach
grammar as a separate lesson, so teachers should integrate it in a context of a speaking
or listening activity, after that the result could be seen.
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