Teaching grammar to young learners

Hans Mol and Ma Xin and

Hans Mol and Ma Xin, Beijing 2009

Your trainers
Hans Mol
MA Teacher, trainer, writer, producer IATEFLs YL SIG committee Young learner materials
Real English & Early Start (Holland), Take Shape (Mexico, Macmillan, 2010), Tricks (Eastern Europe), Rokus Klett, 2010; Onestopenglish; Next Stop (Mexico and Latin America, Macmillan); English Campus; Grammar for Young Learners (OUP); Supasongs (FracasEnglish)

Ma Xin
MA, PhD Candidate English teacher and teacher trainer at School of Foreign Languages and Literatures, Beijing Normal University research interests include in-service and pre-service teacher training teacher change ELT methodology materials development. In recent years, she has participated in a number of projects related to teacher development and textbook writing.

Materials for teenagers, young adults and adults

Link-up (Klett); Tourism and Hospitality English (Garnet), Attitude (Macmillan), New outlook

Hans Mol and Ma Xin, Beijing 2009

What is grammar? is the kind of question that seems easy to answer until somebody asks it. Michael Swan

Hans Mol and Ma Xin, Beijing 2009

What is grammar?
A

B C

a system of rules and tools a process that lets you communicate with other people an important professional skill for teachers

Hans Mol and Ma Xin, Beijing 2009

What is grammar for?

A

B C

the learn about the system of English to communicate in English to give me status as a teacher / to tell my students how English works

Hans Mol and Ma Xin, Beijing 2009

Whats the right grammar?

Would you mind turning that down? A B C Sure No Yes

Hans Mol and Ma Xin, Beijing 2009

Grammar is emotion
Grammar is such a waste of time, lets get rid of it. Grammar is very, very important for the children.

Hans Mol and Ma Xin, Beijing 2009

With the rise of communicative methodology in the late 1970s, the role of grammar instruction in second language leaning was downplayed, and it was even suggested that teaching grammar was not only unhelpful but might actually be detrimental. However, recent research has demonstrated the need for formal instruction for learners to attain high levels of accuracy.

Hans Mol and Ma Xin, Beijing 2009

Is there any grammar in this?

A B A B A B A B Coffee? Please. Milk? Sugar? No milk. One sugar. Thanks. Toast? No thanks. Juice? Mmm.
Scott Thornbury, 2001

A Would you like some coffee? B Yes, I would like some of that coffee, please. A Do you take milk? B I dont take milk. But I will take one sugar, please. Thanks. A Would you like some of this toast? B Id prefer not to have any of that toast, thanks. ()

Hans Mol and Ma Xin, Beijing 2009

Grammatical complexity
Do you think you could open the door? Open the door. Would you mind opening the door? I wonder if you would be so kind as to open the door? Can you open the door? The door! I wonder if you would be so kind as to open the door? Would you mind opening the door? Do you think you could open the door? Can you open the door? Open the door. The door!

Hans Mol and Ma Xin, Beijing 2009

So
Is grammar less important for children than it is for adults? Is grammar only important for speaking and writing? Is grammar a thing or is it something that happens?
Scott Thornbury

Hans Mol and Ma Xin, Beijing 2009

Form and function: process and product

practice strategy - skill

Hans Mol and Ma Xin, Beijing 2009

Krashens viewpoint
to abandon grammar teaching teaching grammar results in learned knowledge, only available for monitoring utterances that learners produce using their acquired knowledge (limited value) teachers should concentrate on providing lots of comprehensible input so that learners can acquire a second language naturally like children acquiring their mother language.

Hans Mol and Ma Xin, Beijing 2009

Ellis viewpoint
To adapt grammar instruction to learners students are often convinced that learning grammar is of value to them and, therefore, expect the teachers to teach grammar Krashens claim that learners acquire grammar naturally is not entirely correct for second or foreign language learners. we should find a way of teaching grammar that is compatible with how learners learn grammar.

Hans Mol and Ma Xin, Beijing 2009

Some research shows

Learners do not seem to master the grammar of a second language even when they get plenty of comprehensible input. Studies of learners in immersion classroom have shown that even after ample exposure to the target language learners continue to make a lot of grammatical errors.

Hans Mol and Ma Xin, Beijing 2009

What was said this morning

Richard Johnstone
Explicit transfer of language concepts from L1 to T a supportive factor attention to form in ways that go beyond recasts (Richard Johnstone)

Tom Scovel
We must prioritize and not attempt to teach all of the grammar
E.g. past perfect tense infrequent in speaking or writing or science writing (except fiction)

What is easy to hear, and easy to see, is easy to remember, is easy to learn. Listen for grammar.

Hans Mol and Ma Xin, Beijing 2009

Aims of grammar in EFL

strengthen grammatical accuracy in a fun and purposeful way teach learners to express themselves as clearly as possible with confidence increase grammar awareness among young learners meet learning styles wherever possible
(Gordon Lewis, Hans Mol, 2009)

Hans Mol and Ma Xin, Beijing 2009

Ideally we should find a way of teaching grammar that is compatible with how learners learn grammar.

Hans Mol and Ma Xin, Beijing 2009

Grammar presentation methods

The

deductive method

The inductive method The guided discovery method

Hans Mol and Ma Xin, Beijing 2009

The deductive method Reasoning Analysing Comparing

Hans Mol and Ma Xin, Beijing 2009

How is it done?
The teacher Draws attention to an example on the board or in the textbook. Explains the underlying rules regarding the forms and positions of certain structural words
explanations often in students native language using grammatical terms. comparisons can be made between the native language and the target language or between the newly presented structure and previously learned structures.

The students Practise applying the rule to produce sentences with given prompts

Hans Mol and Ma Xin, Beijing 2009

Pros and cons of the deductive method

It often teaches grammar in an isolated way Little attention is paid to meaning Practice is often mechanical It can save time if the students have the reasoning ability It can be useful if the aim is exam preparation It can make students have a sense of achievement.

Hans Mol and Ma Xin, Beijing 2009

The inductive method Observing Reasoning Learning

Hans Mol and Ma Xin, Beijing 2009

How does it work?

The teacher provides learners with authentic language in meaningful context ensures learners can realise what the rules are without explicit explanation believes that the rules will become evident if the students are given enough appropriate examples The students study examples of language in use and draw their own conclusions about what is happening

Hans Mol and Ma Xin, Beijing 2009

Hans Mol and Ma Xin, Beijing 2009

The guided discovery method Observing Reasoning Analysing

Hans Mol and Ma Xin, Beijing 2009

How does it work?

The students are stimulated to discover rules by themselves The teacher carefully guides the process of discovery and assists elicits the rules teaches the rules explicitly

Hans Mol and Ma Xin, Beijing 2009

Hans Mol and Ma Xin, Beijing 2009

Work in groups of four. Discuss the advantages and disadvantages of the three methods of teaching grammar.

Hans Mol and Ma Xin, Beijing 2009

Meaningful input meaningful practise

Requirements Pre-learning (noticed + short term memory) Volume and repetition Success orientation Heterogeneity Teacher assistance Interest

Hans Mol and Ma Xin, Beijing 2009

Grammar practice
Mechanical practice Meaningful practice

Mechanical practice Substitution drills

Hans Mol and Ma Xin, Beijing 2009

Substitute the underlined part with the proper forms of the given words
green lawn/clean house/pretty garden/nice flowers

Mrs. Green has the largest house in town.

Mechanical practice Transformation drills

Hans Mol and Ma Xin, Beijing 2009

Change the following sentences into the past tense. Use the adverbs given in the brackets. Now he lives in London. (last year, Paris) We have English and math today. ( yesterday, music and P.E.) He usually gets up at seven. ( this morning, eight)

Hans Mol and Ma Xin, Beijing 2009

Work in groups of four and discuss:

(1) What is the purpose of mechanical drills? (2) What are the advantages and disadvantages?

Meaningful practice Using prompts for practice

Hans Mol and Ma Xin, Beijing 2009

Using pictures prompts Using gesture prompts Using information sheets prompts Using key phrases or word prompts Using chained phrases for story telling Using created situations

Meaningful practice Using an information sheet as prompt

Hans Mol and Ma Xin, Beijing 2009

Look at the table below. Rank the items on the left column according to the criteria listed on the top.
Cheap Beer Water Fruit Cigarette Alcohol Milk Healthy Tasty Fattening Important

Meaningful practice Using transformation drills

Hans Mol and Ma Xin, Beijing 2009

Hans Mol and Ma Xin, Beijing 2009

Work in groups of four and discuss

(1) What is the purpose of meaningful practice? (2) What are its advantages and disadvantages?

Hans Mol and Ma Xin, Beijing 2009

Task types
Input tasks: seeing or hearing examples Noticing tasks: focusing Awareness tasks: analysing examples or looking for differences Check-up tasks: questions or mini-tasks Game tasks: playing with grammar Experimentation tasks: trying it out Listening or reading to comprehend Listen or reading to notice Understanding

Checking Trying

Rod Ellis, 2002

Hans Mol and Ma Xin, Beijing 2009

Input tasks

Grammar Time 1, Sandie Jervis, 2000

Input Practise Noticing Volume Repetition Success Heterogeneity Interest

Hans Mol and Ma Xin, Beijing 2009

Input task
Input Practise Noticing Volume Repetition Success Heterogeneity Interest

All Aboard, Paul Davies, 2004

Hans Mol and Ma Xin, Beijing 2009

Noticing tasks

frequency, with variation

Input Practise Noticing Volume Repetition Success Interest

Picture Grammar for Children, David Vale, 1998

Whos got a dog? is a song from

Hans Mol and Ma Xin, Beijing 2009

Awareness task
A song A worksheet
Input Practise Noticing Repetition Success Heterogeneity Assistance Interest

Hans Mol and Ma Xin, Beijing 2009

Check-up tasks

Grumpy Grammar, Louis Fidge, 2003

Input Practise Noticing Repetition Success Heterogeneity Assistance Interest

Hans Mol and Ma Xin, Beijing 2009

Check-up tasks
Input Practise Noticing Repetition Success Heterogeneity Assistance Interest

Grammar Time, Sandie Jervis, 2003

Hans Mol and Ma Xin, Beijing 2009

Game tasks
Input Practise Noticing Repetition Success Heterogeneity Assistance Interest

Early Start, Hans Mol, 2005

Hans Mol and Ma Xin, Beijing 2009

Game tasks

Input Practise Noticing Repetition Success Heterogeneity Assistance Interest

Grammar for Young Learners, Gordon Lewis and Hans Mol, 2010

Hans Mol and Ma Xin, Beijing 2009

Experimentation tasks

All Aboard 6, Paul Davies, Katharine Mendelsohn, 2005

Hans Mol and Ma Xin, Beijing 2009

Experimentation tasks
Input Practise Noticing Repetition Success Heterogeneity Assistance Interest

All Aboard 6, Paul Davies, Katharine Mendelsohn, 2005

Hans Mol and Ma Xin, Beijing 2009

Employers dont attach great value to grammar

Hans Mol and Ma Xin, Beijing 2009

Lets have a break

The family questionnaire

Hans Mol and Ma Xin, Beijing 2009

Conclusion
The understanding of how to teach grammar is just as controversial as what people feel about the value of grammar in language teaching. We believe that teaching grammar is necessary for foreign language learners and the three ways of teaching we introduced all have their merits and drawbacks. The best way is to vary methods according to our specific teaching objectives, teaching contents, students ages and needs, and our teaching and learning context.

Hans Mol and Ma Xin, Beijing 2009

We shouldn't lose sight of the one thing children do best: have fun.

Kenna Bourke

Hans Mol and Ma Xin, Beijing 2009

Session reflections
What is your opinion on the value of teaching and learning grammar? What have you learned from this session?