Teaching Grammar in the Language Classroom

Approaches to Teaching
Grammar and Corrective
Feedback
Nicole Mills ([email protected])
University of Pennsylvania
August 27, 2007
Plan

Deductive vs. Inductive grammar

PACE Model

Short presentation of a PACE grammar lesson

Corrective feedback and error correction
“In the past, a traditional classroom, with its emphasis
on grammatical competence and explicit knowledge
of language rules, did not provide occasions for
learners to communicate…”
-Adair-Hauck & Donato, 2002
“Unfortunately, many students who spent years
learning only the formal properties of the language
(sound system, verb conjugations, rules of syntax,
vocabulary lists) could not, in the end, exchange
information, express ideas or feelings, construct and
control problem solving, or develop and nurture a
social relationship in a second language.”
-Adair-Hauck & Donato, 2002
Importance of Communicative Competence


It is through communication that we are able to
improve our world, to prosper, and to enjoy it.
-Cooper (1993)
Communicative competence stresses the need to
know how, when, and why to say what to whom.
-Standards of FL Learning, 1996
How do we focus on form within a
communicative framework?


Teachers don’t need to dichotomize language use–
pitting form against meaning or meaning against
form (Johnson, 1992)
Attention to form is beneficial to language users and
critical to improving students’ language proficiency
Deductive vs. Inductive


Deductive:
 Students learn grammar rule Use Rule
Inductive:
 Use grammar rule  Learn Rule
Example: Deductive Approach

1. Teacher points to a model sentence
that exemplified the rule and then
provides grammar explanation
Model sentence:
Oral rule statement:
“Dans un avion, on peut parler à un
ami; on ne peut pas jouer au football.”
(In an airplane, one can speak to a
friend; one cannot play soccer)
“En français, utilisez l’infinitif après le
verbe pouvoir”
(In French, use the infinitive after the
verb “pouvoir”)
Deductive Approach (cont.)

2. Teacher practices this rule with the students
with a 10 item oral exercise
Instructions:
Cet exercise s’appelle “Dans un avion.” Répondez
affirmativement ou négativement à ma question.
1.
TEACHER: (picture of people drinking) Dans un avion, peut-on
boire? (In an airplane, can one drink?)
STUDENTS: Oui, on peut boire (Yes, one can drink)
2.
TEACHER: (picture of people talking) Peut-on parler à un ami?
(can one speak to a friend?)
STUDENTS: Oui, on peut parler à un ami. (Yes, one can speak to a
friend)
3.
TEACHER: Peut-on faire du jogging? (Can one jog?)
STUDENTS: Non, on ne peut pas faire de jogging.
(No, one cannot jog)
Example:
Guided Induction Approach
1.
Teacher begins with introducing exercise “Dans
un avion” and lead students in the previous
exercise
Instructions:
1.
Cet exercice s’appelle “Dans un avion.” Répondez
affirmativement ou négativement à ma question.
TEACHER: (picture of people drinking) Dans un avion, peut-on
boire? (In an airplane, can one drink?)
STUDENTS: Oui, on peut boire (Yes, one can drink)
2.
TEACHER: (picture of people talking) Peut-on parler à un ami? (can
one speak to a friend?)
STUDENTS: Oui, on peut parler à un ami. (Yes, one can speak to a
friend)
3.
TEACHER: Peut-on faire du jogging? (Can one jog?)
STUDENTS: Non, on ne peut pas faire de jogging. (No, one cannot
jog)
Guided Induction (cont.)

2. Directs students’ attention to the model sentences
on the board and asks the class to fill them in chorally
as a group.
Instructions:
TEACHER:
STUDENTS:
Maintenant, répondez avec imagination
Dans un avion, on peut ____________ à
un ami; on ne peut pas ________ au football.
Parler/ jouer
3. Teacher writes in students’ choral response as they give
it and the teacher and students co-construct the rule
Empirical Research

Subjects:

Target structures:

Herron, C., & Tomasello, M. (1992). Acquiring Grammatical Structures by Guided
Induction. The French Review, 65 (5), 708-718.
26 students enrolled in Elementary French I
Within-Subjects Design
1. Au
2. Indefinite article
3. Pouvoir + infinitive
4. Ne (verbe) pas DE
5. Comparative
6. Du/ De la/ De l’
7. Jouer à
8. Direct object pronouns
9. Imperative
10.Lequel/laquelle/ etc.
Within Subjects Design

Structure
Structure
Structure
Structure
Structure
Structure
Structure
Structure
ETC…
1
2
3
4
5
6
7
8
Class A
Deductive
Inductive
Deductive
Inductive
Deductive
Inductive
Deductive
Inductive
Class B
Inductive
Deductive
Inductive
Deductive
Inductive
Deductive
Inductive
Deductive
Test I (One day after grammar lesson)
90
80
70
60
50
40
30
20
10
0
inductive
deductive
Test II (one week after grammar lesson)
100
90
80
70
60
50
40
30
20
10
0
inductive
deductive
Overall Research Results
90
80
70
60
Guided
Induction
Deduction
50
40
30
20
10
0
Test I
Test II
When grammar is taught inductively, the
teacher…

Allows the learner to formulate and discover the rule
(“to induct”)

Provides a CONTEXT and PURPOSE for use

Focuses on meaning first and form second


Helps learners discover the rule through use of
language
Empowers the students to problem solve and learn
how to learn a language
Source: Donato, 2002
Criteria for Effective Inductive Lessons

1. A clear and interesting CONTEXT

2. A purpose for the grammar in communication

3. Shows the grammar pattern clearly, frequently, and
naturally in context

4. Use cognates and simplified language

5. Use visuals: drawing, magazine cut-outs, PowerPoint

6. Draw on learners’ previous knowledge



7. Keeps meaning and communication in focus (not just
form)
8. Lesson moves from comprehension to production
9. Requires learner to communicate using the new
grammar
In an inductive approach…

Students will talk and use sentences with
the new structures without having been
taught the linguistic rules !

How is this possible?

What are the benefits of such an approach?
Benefits of a Guided Induction Approach
1. Gives students confidence in the use of the
structural patterns…they’ve already
manipulated the structures
2.
Motivates students
3.
Increases the ratio of student talk to teacher talk
4.
Challenges adult language learners and focuses their
attention
5.
Empowers students…they participate ACTIVELY in the
process of language learning
6.
Forces the teacher to fully understand the
grammatical principle
PACE Model