The Procedures For Teaching Grammar

The Procedures For Teaching GrammarSince teaching grammar plays such an important firearm in language classroom, it is necessary to know what ar the approaches to teach grammar as well as the most effective process of holding a grammar less(prenominal)on. It is beca routine this will help learners study grammar more effectively.About the teaching approach, in that location argon two main types mentioned which atomic number 18 the inductive and deductive one. In deductive, the rule is presented first and the language is produced based on the rule. On the contrary, in inductive, instructor will give students a means to discover the rules themselves. two of these approaches defecate advantages and disadvantages. Deductive approach will save clock time for instructor and be worthy for young learners, whereas the inductive one will be appropriate for learners with basic knowledge of the language.About planning a grammar lesson in classroom, on that point are several popular m odels a instructor should know, for causa the deductive PPP ( viewing, Practice, Production), TTT (Test, Teach, Test), ARC (Authentic use, Restricted use, Clarification and focusing), TBL (Task-Based Learning) and ESA (Engage, Study, Activate). All models progress to their own near points and bad points. Among them, PPP is the most widely apply model because this model is easy to conduct and fag be fit for teaching isolated well-formed items. It also allows the teacher to arrange the time for each stage accurately and prepare for the unexpected problems that may occur.(BBC, 2005 declination 9)Teaching grammar in PPP includes cardinal main stages presentation, employment and production.Presentation This stage includes blend in-in, presenting form and signifi do- nonhingce, big(p) another(prenominal) examples, conducting repetition of title, model sentences and examples,and finally asking class to copy down lesson.Lead-inThe teacher usually begins presenting with a text in which the grammatical coordinate appears. The text peradventure one or two sentences, or it can be a short dialogue. The teacher may also use pictures or moorages to lead into the structure that will be taught. The occasion of lead-in section is to warm up and raise studentsinterest in the lesson. Throught it, students will know how the structure is use naturally in real life.Presenting form and meaningIn this section, the teacher may begin showing the form first and the meaning secondment or vice versa. This depends on the students. If students prefer grammar explanations at the beginning, the form should be presented first. On the contrary, if students learn a language better by inferring the meaning before the teacher presents grammar explanation, then showing the meaning first is capable for them. (Dang and Ruiter, 2005, p.86)Whether the form of the grammar point or its meaning is presented first, the teacher should master the ship canal of showing form and meanin g.doff (1988) mentioned these ways in his book. When presenting meaning, the teacher can show it visually or by means of a situation. In showing meaning visually, he or she can use objects, the classroom, the students themselves, the pictures to demonstrate the smart structure(p.34). Nevertheless, it is not always possible to show the meaning visually. Hence there is another way of showing meaning more naturally. It is presenting meaning through a situation. This situation can be real or imaginary(p.35). The good point of using a situation is that students can become long-familiar with how the structure is used in everyday conversations. They will feel what they are learning is relevant to real life, and it is also easier for the teacher to use this way. unitedly with explaining clearly the meaning of the new structure, it is also important to show how it is formed. Doff (1988) showed two basic ways of doing this. First, a clear model should be given and students are asked to lis ten and repeat two or three times and then the teacher demonstrates the structure quickly. Second, the teacher writes the structure on the board, says it when writing and underlines the fixed parts. Another way is asking the students to tell the teacher what to write. It is an effective way because it involves the whole class in the lesson and focuses their attention to the structure. (p.37) subsequently the teacher has finished presenting form and meaning, he or she continue doing other steps such as giving other examples, modeling the structure and examples, and finally asking class to copy down lesson.PracticeWhen students have known the grammatical structure, it is neccessary to get them to say the new language accurately and fluently. Therefore, it is important to move to practice stage. The process will go from checkled practice ( machinelike) to less controlled practice (meaningful) and finally to free practice (production).Controlled or mechanically skillfully skillful prac ticeIn this section, learners are often asked to do mechanical drills such as repetition, substitution, word cues, picture cuesetc. These drills completely control the response of students. They are asked to give the nevertheless one correct way of responding because these kinds of drills just focus on correct forms rather than meaning. Therefore, mechanical drills are only reclaimable if students practise doing them for a short time.This kind of practice has some limitations receivable to these three reasons. First, because students do not have to think much when doing mechanical drills, they will easily forget afterwards. Second, teacher can not be sure that whether students understand the meaning of the words or not. Finally, these drills focus only on producing correct forms, therefore students do not know how to use them to express meaning.(Doff, 1988, p.73)Meaningful practiceMeaningful practice is also called less controlled practice because there is still little control of response. Less control is because students can give several right answers and these drills are not suitable for doing chorally. This is called meaningful practice because it requires learners to think and understand what they are doing. Some ordinary drills are information gap exercise, mapped dialogue, interview or find soulfulness whoetc.There are three techniques to make meaningful practice First, teacher can do this by getting students to say real social function about themselves, or teacher can give a situation that implies the structure but let student decide what to say. Also, teacher can let students add something of their own (Doff, 1988, p.75-76)In this stage, in both mechanical and meaningful practice, teacher should check whether sudents make any errors or not so that teacher goes back to the presentation stage and clarifies any problems of arrangement or usage.ProductionMeaningful practice is followed by production (free practice) in which students have a chance to use the strutures to express their own ideas or let loose about their experiences. There are two kinds of useful topics. accord to Doff (1988), students can talk about real life, for example themselves, friends or anything in the world. They can also imagine a situation which is not real to practise speaking (p.78). In this section, role play and communicative games are often used. Free practice offers students a chance to talk freely hence, it is in this stages that errors often occur. Nevertheless, teachers should not interupt students to correct their mistakes because the main purpose is to develop fluency and confidence. Important errors can be corrected during giving feedback after this stage.Although PPP model is widely used, it is becoming old-fashioned like a shot and is under threat to be replaced by other ones. There are a number of reasons for this which Mora et al. (2001) pointed out in their book. For one, PPP will disapprove risk-taking and the processes of impro visation and experimentation with the language, which are considered as important aspects of language learning. For another, the controlled scene in present and practice stage does little help for students when dealing with the natural language outside the classroom.(p.14). Another problem is that in PPP, the grammatical structures which are often chosen in advance by the rails book author or the teacher may not be what students like to learn. Hence, students may not feel excited in the lesson and if they do not want to learn that grammar point, the whole lesson can be a waste of time. Also, when it comes to more complex grammar points, it will be a gainsay for teacher to use this model. These are all the reasons why other models are considered to apply in classrooms instead of PPP.