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TUTORIAL 1

INTRODUCTION TO GRAMMAR

DEFINITON OF GRAMMAR Grammar may be defined as the rules of a language, governing the way in which words are put together to convey meaning in different contexts. (Nesamalar Chitravelu; Sararatha Sithamparam & The Soo Choon, 2005)Grammar is generally a thought to be set of rules specifying the correct ordering of words at the sentence level (Nunan, 2003)

Grammar is a description of the rules that govern how a languages sentences are formed (Thornbury, 2008)FLUENCY VS ACCURACY

AccuracyAccuracy is the ability to produce correct sentences using correct grammar and vocabulary.

FluencyFluency is the ability to read, speak, or write easily, smoothly, and expressively. In other words, the speaker can read, understand and respond in a language clearly and concisely while relating meaning and context.

Source; http://www.teachingenglish.org.uk/blogs/english12345/fluency-or-accuracy-speaking

Comparisons of Accuracy-oriented activities & Fluency-oriented activities

Accuracy acitivities Fluency activities Purposes to help students achieve accurate perception and production of a target item which can be a sound, a word, or a sentence structure.to help students practice language in listening, speaking, reading, and/or writing activities to so develop fluency in using the language in spontaneous communication.Material the texts are usually composed of separate items: the target items are usually practiced out of context or situation;the texts are usually whole pieces of discourses: conversation, stories, etc.; texts are usually authentic and used as they would be in real life.Activities students' attention is focused on a particular target item; their output is usually predictable; their performance is assessed on how few language mistakes are made; students' errors are corrected; tasks do not usually simulate real-life situations.students' attention is focused on communicating information and expressing ideas; their output may not always be predictable; their performance is assessed on how well ideas are expressed or understood; students' errors are not corrected unless it interferes with communication; tasks often simulate real-life situations.Source; http://www.auburn.edu/~nunnath/engl6240/accuracy.htmlSample of activities Accuracy : grammar presentations, gap-fill exercises, frame dialogues.

Fluency : role plays, speeches, communicative activities, games.

GRAMMAR FOR YOUNG LEARNERSDifferent kinds of grammatical knowledge at different learning stages. Only understand rules to use them.Do not need to have conscious grammar knowledge. Grammar knowledge required for young learners1) Knowledge of Word OrderBasic sentence patterns.Position of word classes. (adjectives, adverbs, prepositions & words like only, please and just.Declarative Abu is playing Interrogative Is Abu playing?Imperative Abu, play.Exclamatory Abu is playing!Positive & Negative versions Abu is not playing. Isnt Abu playing? Abu, dont play!2) Knowledge of Grammatical Facts & Rules Accepted and learnt as a whole collocation.Articles ( a, an, the )Inflection of verbs ( eat, eats, has eaten, ate )Pluralization of nouns ( box-boxes, boy-boys )Word derivation ( adjective- happy; adverb-happily; noun-happiness )

3) Knowledge of Form & FunctionFunctions of language to communicate to persuade, to express agreement, thanks, appreciation & to ask for and give information.Forms Words, phrases and sentences that are used to express those functions of language. Knowledge of Form & FunctionLanguage functionLanguage formTo introduceJenny, meet my friend, Lim.Jenny, this is Lim.I would like you to meet my sister, Amy.To ask for directions How do I get to the police station?Can you show me the way to the police station?Do you mind telling me how to get to the police station?Knowledge of Form & FunctionForm Function It is warm in here. Expressing pleasure at being out of cold.Indicating that someone should do something. Example : switch on the fan or open the windows.Just making a remark about the place as a means of starting up a conversation. 4) Knowledge of How to Link Ideas in Different Sentences (Sentence combining)Linking ideas to make coherent and cohesive text.Compound sentence He is handsome but his brother is not.Complex sentence The match went on although it was raining. Conjunctions and, or, but Logical connectors so, unless, thereforePronouns I, they, him, my, its5) Knowledge of the Grammar of Spoken & Written SentencesAbbreviations in spoken language, but not allowed in formal writing (Im,thatll,shes) Forms within the same medium that are appropriate to some contexts and not in others. - Hi! ( when greeting a friend ) - How do you do? ( when greeting a stranger) 6) Knowledge of the meaning of different grammatical optionsSentences formed to express the same content contain different forms which have different meanings.Example of same basic idea : someone (Mary) bought someone else (Peter) a something (a pen) - Mary bought a pen for Peter.It was Mary who bought Peter a pen.A pen is what Mary bought for Peter.It was Peter for whom Mary bought the pen.

The Place of Grammar in the Primary ESL ClassroomKBSRSUKATAN PELAJARAN KURIKULUM BERSEPADU SEKOLAH RENDAH BAHASA INGGERIS, 2001 Grammar also forms part of the language contents of the syllabus. These grammar items need to be taught in context and in a meaningful way so that they can be used both in speech and in writing. The grammar items can be reinforced and consolidated if learners are encounter the items often enough through the various tasks set. The grammar items should not be taught in isolation but rather in the context of a topic.SOURCE : (http://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_bi_kbsr.pdf) KSSRDOKUMEN STANDARDKURIKULUM SEKOLAH RENDAH BAHASA INGGERIS TAHUN 1 & 2Grammar Modular - The inclusion of the module on Grammar emphasizes the importance of having pupils develop a sound grasp of the language structures and grammar of Standard British English. KSSR Syllabus - Grammar is no longer part of the modules in KSSR syllabus for Year 1 and 2. The reason for this is because English is regarded as the second language of most pupils in schools. Therefore, the teaching of grammar can be delayed to the later stage, which is from Year 3 to Year 6.SOURCE : http://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20English%20Y1-%20SK.pdf

Why grammar is introduced from Year 3 onwards ? English is the second language for pupils in schools. It is believed prudent and pedagogically sound to defer the learning of grammar to a later stage. Pupils should be given the opportunity to develop an awareness of grammar in their first language and this awareness may then be exploited when English grammar is introduced in Year 3. This approach will reduce the load and stress of learning in the early years where the emphasis is on learning through fun and play.

Source : (http://pbey4101.wordpress.com/2012/04/10/discussion-4-8/)The Place of Grammar in the Primary ESL ClassroomCOMMUNICATIVE APPROACH Use language to communicate efficiently.Develop both fluency and accuracy.Include activities that combines both the accuracy first model and communication first model. Accuracy first model mastery of grammatical patterns, forms and functions. Communication first model fluency in communication.