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the undeniable importance of grammar

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Native speakers have an internal mental grammar

e.g. active or passive sentences can be produced without knowing they are 'active' or passive'

potential ability (langue by Saussure)

Types of Language: Linguistic, socio linguistic and pragmatic (CEFRL, 2001)

Linguistic competence is considered to be a part of communicative competence by many scholars.

Production of actual sentences in use/ real life situations

-knowledge does not guarantee use

-what a speaker does

-a set of principles a speaker masters

Mastery of the system of rules: the sound system, words, sentences and non sentences

Konwledge of the structure of the language

Further Reading

Linguistic Competence vs lınguıstıc Performance

-actual spoken ability (parole by Saussure)

References

Canale, Michael, and Merrill Swain. "Theoretical Bases Of Communicative Approaches To Second Language Teaching And Testing." Applied Linguistics, I, no. 1, 1 Mar. 1980, pp. 1-47, doi:10.1093/applin/i.1.1. CFRLT (2021). Retrieved 1 September 2021, from https://rm.coe.int/1680459f97 Hedge, Tricia. Teaching and Learning in the Language Classroom. Oxford: Oxford University Press, 2000 Language learning - Professor Jack C. Richards. (2021). Retrieved 2 July 2021, from https://www.professorjackrichards.com/category/question/language-learning/ Nordquist, Richard. (2020, August 26). Linguistic Competence: Definition and Examples. Retrieved from https://www.thoughtco.com/what-is-linguistic-competence-1691123 Philosophy of Linguistics (Stanford Encyclopedia of Philosophy) . (2023). Retrieved 30 May 2023, from https://plato.stanford.edu/entries/linguistics/#ComPer What Is Linguistic Competence?. (2023). Retrieved 30 May 2023, from https://www.thoughtco.com/what-is-linguistic-competence-1691123

SLTeDOL, GTL

(Lizzie Roberts/Getty Images)"Performance involves actual real-time use, and may diverge radically from the underlying competence, for at least two reasons: (a) an attempt to produce an utterance may be perturbed by non-linguistic factors like being distracted or interrupted, changing plans or losing attention, being drunk or having a brain injury; or (b) certain capacity limits of the mechanisms of perception or production may be overstepped." (Philosophy of Linguistics (Stanford Encyclopedia of Philosophy, 2023) "Native speakers of a language, whether they are famous public speakers or not, don't know the language any better than any other speaker in terms of linguistic competence." (Nordquist, Richard, 2023)

Linguistic knowledge allows the language learner to form longer and more complex sentences (compound, complex and compound-complex sentences) by joining sentences, however, it is highly improbable to develop this ability

There is a difference between having the knowledge to produce different types of sentences and applying this knowledge

What we know is our linguistic competence, and how we use this knowledge is our linguistic performance

Types of competence CEFRL (2001) distinguishes between general competence and communicative language competence which includes pragmatic competence. General competence refers to the declarative knowledge, skills and know-how, existential competence and ability to learn. Communicative Language Competence includes 3 dimensions as can be seen below.

Linguistic competence: lexical, grammatical, semantic, phonological, orthographic and orthoepic (pp.109-118)

Sociolinguistic competence: politeness conventions, register differences, and dialect and accent (pp. 108-122)

Pragmatic competence: discourse and functional competence (pp. 122-130)

According to Richards (2006), grammatical knowledge is synonymous to grammatical competence and grammatical ability can be explained as the way grammar is used in communication. In order to describe the components of communicative competence, Richards refers to a model suggested by Canale and Swain that includes three dimensions:

Grammatical competence: Understanding and using grammar, lexis, morphology, syntax, semantics and morphology

Sociolinguistic competence: Having awareness of the social rules of language (formality, politeness, directness...etc.), cultural references (idioms, expressions, background knowledge), and rules of discourse

Strategic competence: using techniques to overcome problems when faced with difficulties in communication or language gaps, plan and assess the effectiveness of communication, achieve conversational fluency, and alter text for audience and purpose.

What is important to be a proficient language user/communicator? To be proficient in a language requires knowledge and skills using the linguistic components. It also requires background knowledge, critical thinking and metacognitive skills, as well as understanding and applying cultural nuances, beliefs, and practices in context. How about communicative competence? Communicative competence requires not only the actual knowledge of a language but also the ability to use it effectively. It is the key to social acceptance.

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Linguistic Competence vs Linguistic Performance

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Native speakers have an internal mental grammar e.g. active or passive sentences can be produced without knowing they are 'active' or passive' potential ability (langue by Saussure) Types of Language: Linguistic, socio linguistic and pragmatic (CEFRL, 2001) Linguistic competence is considered to be a part of communicative competence by many scholars.

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Deductive Approach

Why use the deductive approach?

Learners are used to the deductive approach from their earlier education so it may meet their expectations.

Both teachers and learners may think it is easier as there is more control of target outcomes. A well-planned PPP lesson may guide the learners from controlled to a freer use of language via different activities and tasks.

It supports understanding of rules as they are clearly displayed. This gives both teachers and learners the feeling of safety and trust as they don't make inaccurate hypotheses.

It may be more appropriate for larger classes with limited lesson time.

There are various techniques and methods that help design lessons to meet the needs of many learning styles. (auditory, visual and kinesthetic learners)

It is easy to design a syllabus that lists the structures from easier to more challenging structures.

Guided Discovery Approach to be done in S.2

Guided Discovery takes the best from both inductive and deductive approaches as it works for various settings and contexts to introduce different aspects of language for all levels. in detail in S2. You can find general principles on the next page but it'll be examined in detail in S2.

These approaches appear as a continuum rather than clear-cut divisions.

Approaches towards Grammar Teaching

A deductive, and an inductive approach differ from each other in terms of lesson procedures, learner and teacher roles and use of metalanguage (language used to talk about language-grammar terminology in this case) in the teaching process.

Principles

-The principles of this approach are generally used in the classes where the main goal is to teach grammar structures. Grammar translation method can be given as an example. See Nunan, 1991 for more information. - It is based on the top-down theory which emphasizes the presentation and explanation of grammar rules before anything else in a language lesson as they are considered more important than other parts of a lesson.

Lesson Procedures

First, the language is taught usually using the meta language and form so learners understand the grammar rules and structures. Next, they see the examples which are provided by the teacher. Finally, they practice and begin to produce their own sentences using the target structure. In brief,

1. Teacher (T) presents the rules.

2. T gives examples by highlighting the grammar structures.

3. Learners (Ls) practice the structure with the rules and produce their own examples. (Thornbury, 1999)

Learner Roles

Ls are relatively passive recipients when the teacher provides or elicits the rule on the board.

The process of learning is more traditional and descriptive.

Teacher Roles

Meta Language

T. uses lots of metalanguage when presenting grammar.

Principles

-The principles of this approach can be seen in classes where the main goal is on content or context and discovery learning rather than language structures -The inductive approach is defined as the process in which the learners discover the rules of the target structure by examining the examples in a given context (Nunan, 1999). -It is based on the bottom-up theory which accepts the view that language learners tend to focus on parts rather than the whole. (Block, 2003)

Lesson Procedures

First, the target structure is introduced with a text, audio, or visual in a context. Next, Ls work on the task or teaching material to find the form, meaning, and function/use themselves. Finally, they use the target structure in their own examples.

Learner Roles

Teacher Roles

T. is a guide and facilitator who supports the Ls when needed and puts Ls in the center of the learning process.

Meta Language

Ls discover form, meaning, and function/use themselves.

They may understand when and how a language structure is used but may not explain it.

Inductive Approach

References

Brown, H. D. (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs : Prentice Hall Regents Larsen-Freeman, D. (2003) Teaching Language From Grammar to Grammaring. Canada: Heinle Male, H. (2018) (PDF) Understanding Inductive and Deductive approaches in teaching grammar in EFL context. Retrieved 30 June 2021, from https://www.researchgate.net/publication/3 Nunan, D. (1991) Language Teaching Methodology: A Textbook for Teachers. London: Prentice Hall International LTD Nunan, D. (1999) Second Language Teaching & Learning. Boston: Heinle & Heinle Publishers Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and the research bases. J.Engr. Education, 123-138. Thornbury, S. (1999) How to Teach Grammar. Harlow: Longman Vicky Saumell (2021). English in Common. Pearson. Retrieved 17 September 2021, from http://www.pearsonlongman.com/ae/emac/newsletters/guided_discovery.pdf

Why use the inductive approach?

The focus is on the learner as the discoverer of it as opposed to the teacher who is the giver of knowledge.

The focus is on use rather than rules and complex explanations.

Learner autonomy is fostered.

Learners are exposed to real language use rather than course book language only.

Various authentic resources can be used to analyse the target structure.

It fosters learning as the action of discovery helps keep the new information in the long-term memory.

It is more engaging and motivating for many learners as they are actively involved in the process.

It encourages more communication as it requires discussion and clarification.

It appeals to various learning styles and strategies, such as reflective learning, collaborative learning, and task-based learning.

Learners can benefit from this skill to improve their language outside class without any assistance.

Guided discovery, which is a more learner-centered inductive approach, is a technique or approach where examples of a language item are provided for the learners to find out the rules themselves with the help of the teacher. You may want to watch the video (36') to see a presentation and a model lesson.

Guided Discovery Approach

Guided Discovery takes the best from both inductive and deductive approaches as it works for various settings and contexts to introduce different aspects of language for all levels.

Guided Discovery Approach

Guided Discovery takes the best from both inductive and deductive approaches as it works for various settings and contexts to introduce different aspects of language for all levels.

These approaches appear as a continuum rather than clear-cut divisions.

Approaches towards Grammar Teaching DG Edit

A deductive, an inductive and a guided discovery approach have similarities and differences from each other in terms of lesson procedures, learner and teacher roles and use of metalanguage (language used to talk about language-grammar terminology in this case) in the teaching process.

Principles

-The principles of this approach are generally used in the classes where the main goal is to teach grammar structures. Grammar translation method can be given as an example. See Nunan,1991 for more information. - It is based on the top-down theory which emphasizes the presentation and explanation of grammar rules before anything else in a language lesson as they are considered more important than other parts of a lesson.

Lesson Procedures

First, the language is taught usually using the meta language and form so learners understand the grammar rules and structures. Next, they see the examples which are provided by the teacher. Finally, they practice and begin to produce their own sentences using the target structure. In brief,

1. Teacher (T) presents the rules.

2. T gives examples by highlighting the grammar structures.

3. Learners (Ls) practice the structure with the rules and produce their own examples. (Thornbury, 1999)

Learner Roles

Ls are relatively passive recipients when the teacher provides or elicits the rule on the board.

The process of learning is more traditional and descriptive.

Teacher Roles

Meta Language

T. uses lots of metalanguage when presenting grammar.

Principles

-The principles of this approach can be seen in classes where the main goal is on content or context and discovery learning rather than language structures. -The inductive approach is defined as the process in which the learners discover the rules of the target structure by examining the examples in a given context (Nunan, 1999). -It is based on the bottom-up theory which accepts the view that language learners tend to focus on parts rather than the whole (Block, 2003).

Lesson Procedures

Learner Roles

Teacher Roles

Meta Language

Ls discover form, meaning, and function/use themselves. They may understand when and how a language structure is used but may not explain it.

Inductive Approach

Principles

-Guided Discovery is a modified inductive approach in which there is exposure to language first, followed by the use of inference, and finally an explicit focus on rules and practice -Like the inductive approach, the principles of this approach can be seen in classes where the main goal is on content or context through discovery learning. In addition, there is an explicit focus on target language structures. -It is believed to make learning memorable as learners are actively involved in the process. -It is meaningful because it involves the learners` own reasoning.

Lesson Procedures

1. Learners are exposed to the target language through illustrations, examples, or a combination of both. Examples can be

isolated sentences, although presenting them in context is more effective as contextualized grammar is more relevant and meaningful. Context also helps to facilitate understanding.

Contextualization can be done through a reading or listening text, illustrations or photos, anecdotes or personal experiences, real-life situations, or topics.

2. Learners observe and analyse the target language through guided questions. Guidance can also be done through

completing gaps in sentences or rules

by matching examples and rules
During the guided discovery process, learners cooperate, analyze, hypothesize, compare, and construct and generate knowledge which helps empower them.

3. The information from step 2 is used to elicit and state the rule to ensure that all learners understand it. Learners construct the new information based on their own insights derived from the observations in the previous step.
It is important to make sure that the rules that are elicited and focused on fulfilling certain guidelines. Michael Swan (cited in Thornbury, 1999, p. 32) outlined them as the following:1. The rules should be true; 2. They clearly show what the restrictions are on the use of a given form; 3. They are clear; 4. They are simple and relevant; 5. They make use of concepts already familiar to the learners;

4. Learners apply the rule in practice activities and tasks that can be graded by difficulty or complexity. At this stage, the teacher can assign tasks from more controlled (gap-filling, matching, close-ended questions) to more communicative and meaningful (open-ended questions for discussion, role-playing, writing tasks, etc). This means the lesson is designed including tasks that are usually graded from receptive to productive skills.

Learner Roles

it is learner-centered so they are active throughout the lesson (while discovering the rule and inferring its use).

they are responsible for identifying the form, meaning, and function themselves.

the process of learning is experiential.

learners are more engaged and study cognitively in order to discover the rules and the functions.

Teacher Roles

T. is the facilitator, who guides learners in the right direction so as to avoid misunderstandings of the rules.

T. prepares exercises that display target language.

T. is the lesson organizer and the manager of class.

Ls discover form, meaning, and function themselves. They infer when and how a language structure is used.

Ls can use the meta language to state the rule and function with guidance.

Meta Language

References

Brown, H. D. (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs : Prentice Hall Regents Larsen-Freeman, D. (2003) Teaching Language From Grammar to Grammaring. Canada: Heinle Male, H. (2018) (PDF) Understanding Inductive and Deductive approaches in teaching grammar in EFL context. Retrieved 30 June 2021, from https://www.researchgate.net/publication/3 Nunan, D. (1991) Language Teaching Methodology: A Textbook for Teachers. London: Prentice Hall International LTD Nunan, D. (1999) Second Language Teaching & Learning. Boston: Heinle & Heinle Publishers Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and the research bases. J.Engr. Education, 123-138. Thornbury, S. (1999) How to Teach Grammar. Harlow: Longman Vicky Saumell (2021). English in Common. Pearson. Retrieved 17 September 2021, from http://www.pearsonlongman.com/ae/emac/newsletters/guided_discovery.pdf

Deductive Approach

The focus is on the learner as the discoverer of it as opposed to the teacher who is the giver of knowledge.

The focus is on use rather than rules and complex explanations.

Learner autonomy is fostered.

Learners are exposed to real language use rather than coursebook language only.

Various authentic resources can be used to analyse the target structure.

It fosters learning as the action of discovery helps keep the new information in the long-term memory.

It is more engaging and motivating for many learners as they are actively involved in the process.

It encourages more communication as it requires discussion and clarification.

It appeals to various learning styles and strategies, such as reflective learning, collaborative learning, and task-based learning.

Learners can benefit from this skill to improve their language outside class without any assistance.

Why use the inductive approach?

A guide and facilitator who supports the Ls when needed

puts Ls in the center of the learning process

Guided discovery, which is a more learner-centered inductive approach, is a technique or approach where examples of a language item are provided for the learners to find out the rules themselves with the help of the teacher. You may want to watch the video (36') to see a presentation and a model lesson.

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Approaches for grammar Teaching and Learning

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This infographic compares and contrasts inductive and deductive approaches towards grammar teaching.

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I agree that there must be a balance between the deductive and inductive end of the teaching continuum. But I must say I'm closer to the inductive end because this approach is best for keeping students active and engaged.

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It was a good start, the discussions were quite beneficial. Although I am close to inductive teaching, there are times when I use deductive with my repeat students, and I don't think it's wrong. Burçak

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It was a good start, the discussions were quite beneficial. Although I am close to inductive teaching, there are times when I use deductive with my repeat students, and I don't think it's wrong. Burçak

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The first session was valuable for me to focus on my experience related to grammar instruction. It made me contemplate on the perspectives on how grammar should be taught.Looking forward to next session!

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This session brings awareness to the fact that there are different perspectives in grammar instruction. I found the session to be productive. I am looking forward to the next one.

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A learner talking about how he uses ChatGPT

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A learner talking about how he uses ChatGPT

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Dear All, One R4/C1 level student, Tuna Genç talks about how he uses ChatGPT to improve his language (vocabulary and grammar). As there are many colleagues who are interested in the use of AI in teaching and learning, we may share more ideas in this section.

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Proceduralized Language Learning

Product and Process Perspectives Quiz: Teaching grammar as product or as process

product perspectıve

input vs intake

process perspectıve

practice in learning

enhancıng learning

for input to turn into intake

notıcıng, re-notıcıng, restructurıng

real life vs classroom setting

Procedural knowledge

in writing and speaking

Task 1

Product or Process Approach?

TASK 2

Your turn

We can say that there is a continuum in terms of teaching in product and process approaches. In an extreme product approach:

everything is under control,

In an extreme process approach:

learners have total initiative.

Neither extreme can be satisfactory to achieve both fluency and accuracy in grammar teaching and learning. Some sort of balance between them can provide the opportunity for teachers to control the language studied and for learners to use language in meaning-focused contexts. In this approach,

learners notice the target language, negotiate its meaning, form, and function, and then use the language by taking risks.

According to Skehan (1992), task-based learning presents a controlled approach to language development and ensures the acquisition of fluency not at the expense of development in accuracy. Task: Design a task that encourages the learners to proceduralise the target language you'll focus on in your classes. Please include all the materials/activities needed for task completion. You can add your tasks to this Padlet
References

As described by Batstone (1994) from a product perspective, it is important to understand and analyse 'input' (what learners are exposed to) which later becomes 'intake' (when the language gets through the learner). Here we need to understand two important areas:

How does input turn into intake?

How do learners sort out and structure the complexities and irregularities of the language system?

In product teaching, first, learners are encouraged to notice features of the target structure which can be covert and implicit or overt and explicit (can include different forms of guidance). Activities guide the learners to make their own discoveries of the grammar rules - this is known as consciousness-raising: self discovery of grammar when the guidance can be more or less direct and explicit (Smith, 1988 as mentioned in Batsone p.57). -Continued noticing and re-noticing can be significant for learners to structure grammar. -Structuring followed by noticing or re-noticing occurs if learners act on the new grammar point and test their understanding of its structure (hypothesis about the structure). Visit this padlet for some examples. Batstone (1995), says that all teaching needs to have some sort of guidance for active involvement and self-discovery. How much guidance to provide or in which ways is under the teachers' control with noticing and structuring activities. Here teachers can make principles grammatical choices as summarized below: Noticing for the learnerNoticing by the learner<-----------------------------------------------------------------------Learners are presented with explicitlyformulated information about forms andtheir functions. See task 1 below-------------------------------------------------------------------Learners are guided to work out themselves information about forms and their functions. See task 2 below Structuring for the learnerStructuring by the learner<--------------------------------------Mechanical manipulation or repetition of forms See task3 below---------------------------------------Learners have to think for themselves so as to manipulate forms correctly.See task 4 below-------------------------------------->Learners have to process or manipulate forms as choice to make meanings clearSee task 5 below(Grammar, pp. 71-72) Task1 on Simple Past (from National Geograpic 2, p.28) Task2 on Simple Past and Past Progressive (from National Geographic 2, p.34) Task3 on Past Modals and Phrases (from Grammar and Beyond4, p.105) Task4 on Perfect Modal verbs (Above and Beyond, SU, from unit2 input1) Task 5 on Passive Voice (Grammar Explorer 2, p.401)
From a process perspective, we need to understand the relationship between practice and genuinely learning a language. The process of using a language creates opportunities for learners to learn more and to use it effectively in communication or skills. Here we can focus on the following.

How can we create the best conditions for learners to practice the language and internalize its use? (reference toTBL Skehan 1994)

*** The process perspective towards grammar will be covered in detail when we focus on fluency focused tasks in session5. You can see some samples on this Padlet, too.
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Let's focus on 'intake', in other words noticing grammar. We know that being exposed to language -to input- is not adequate for this process:

The learner needs to be alert and pay attention to the target language to notice the new form. Yet, this is not enough to restructure the language.

Learners need plenty of continued opportunities to use the language and re-notice which enhances restructuring.

When this process (re-noticing and restructuring) is repeated, they facilitate each other and support learning.

**please refer to the 'Product Perspective' section to see some sample tasks
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We can say that the process of 'noticing, re-noticing and restructuring' is quite self-discovery. It is essential for the learner to notice, re-notice and then restructure and it may happen naturally when they have a purpose and use the language in real life. However, does this happen in a classroom setting? Don't learners repeat persistently the same fossilized mistakes due to the use of formulaic chunks? (Schmidt,1993) We can help create conditions for learners to extract intake from input

by creating materials to consciously focus on some language for re-noticing and restructuring, learners can develop a good level of grammatical knowledge to use in communication,

by creating lots of practice opportunities, we can help learners to gain competency in deploying language through 'automatic processing' as Shiffrin and Schneider (1977) put forward. Anderson(1985) calls this competency - having stored expressions or language that can be accessed without effort 'procedural knowledge'.

**please refer to the 'Product Perspective' section to see some sample tasks
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Procedural knowledge also includes language used for academic skills like writing articles or expressing ideas in writing or speaking like debates, job applications, political arguments, presentations or problem solution tasks. Proceduralization of language happens quite instinctively when the learner needs to access language at speed and under the pressure of normal real-life communication. Noticing and re-noticing Ls take in new features of the language Structuring and Restructuring Ls sort out how grammar works and how forms and meanings come together in the target language Proceduralization Ls organize their knowledge to be activated efficiently in language use (Adapted from Batstone, 1994) During the proceduralization of language, the following stages occur and eventually, learners apply them in their learning process automatically without the guidance of a teacher. product learners notice and structure the target language by focusing on specified forms and meanings process learners practice the target language in the skills of language use which allows them to proceduralize their knowledge skill learners are carefully guided to use grammar for communication (Batstone, 1995). At lower levels though, there may be more focus on product and process teaching which eventually leads to using the language as a skill. However, for 'input' (what learners are exposed to from a product perspective) to become 'intake' (when learners can use it from a process perspective), learners need the opportunity to practise and use the new language as a skill for communication or production. **please refer to the 'Product Perspective' section and this Padlet to see some sample tasks

Activity 1: Look at the following classroom activities and decide which approach is taken: product or process? You may prefer to do the activity using this wordwall.

1. Underline all relative pronouns in the story below.

2. Read the independent sentences below and use them to make up a story or a comprehensive text by joining them with 3 relative pronouns at least.

3. Rewrite each of the following sentences reducing the relative pronouns where possible.

4. Describe an object or a famous person using relative pronouns. Continue until your partner finds what/who you have described. OR think of an object or a famous person. Your partner asks questions using relative clauses to find out your object/person. Answer the questions with YES/NO replies only. Continue until they find it.

5. Group Discussion: 'The most successful person in life is the one who knows to be happy.' Do you agree? Divide into 2 groups: FOR or AGAINST until you come to a consensus (you persuade the other group). You have 12 mins.

6. Read the text below and identify the mistakes with the use of relative clauses. How can you correct them?

References Anderson, J. (1985) Cognitive Psychology and its Implications (2nd edn.). New York: Freeman. Batstone, R. (1995) Grammar. Oxford University Press Cameron , L. (2001) Teaching Languages To Young Learners, Cambridge, Cambridge University Press. Grammar. (2021). Retrieved 28 June 2021, from https://books.google.com.tr/books?id=oTWje50dS1EC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226. Shiffin, R. and W. Schneider 1977. 'Controlled and automatic human information processing.2: Perceptual Learning, automaticity, attending and a general theory. ' Psychological Review 84: 127-90 Skehan, Peter. "Second Language Acquisition Strategies and Task-Based Learning." Thames Valley University Working Papers in ELT 1 (1992): 178-208

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Proceduralized Language Learning Product and Process Perspectives Quiz: Teaching grammar as product or as process product perspectıve input vs intake process perspectıve practice in learning enhancıng learning for input to turn into intake notıcıng, re-notıcıng, restructurıng real life vs classroom setting Procedural knowledge in writing and speaking Task 1 Product or Process Approach?

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A Grammar Syllabus

SELECTION: wHAT TO INCLUDE IN SYLLABUS?

USEFULNESS

The most frequent structures are not always the most useful. Among the most common words in English are 'the, of, a, was', which may not be the most useful when constructing a sentence.

Usefulness depends on the individual needs of the learner although a 'core grammar' that is of use to all learners may be hypothesized.

FREQUENCY

Calculating the frequency of grammatical structures may not be very easy. Back in 1999, Thornbury mentioned that calculating the frequency of grammatical structures might not be very easy due to a lack of data and a system to analyze such data. However, we do now have this data and it has been put to use in the English Grammar Profile. As stated on the English Profile website, 'the English Grammar Profile allows us to see how learners develop competence in grammatical form and meaning, as well as pragmatic appropriateness, as they move up the CEFR levels. This provides us with typical, world-wide grammar profiles for each level.' You can find the online English Grammar Profile here.

Grading: THE order of selected items

COMPLEXITY

The more elements a structure has, the more complex it is. From a logical and mechanical point-of-view, simple and one-step operations should be taught before more complex ones. For example, the Present Continuous has fewer elements than the Future Perfect Continuous or converting the sentence 'Chris is English' is a one-step operation rather than a second step one as in converting 'Chris speaks English' into a question.

TEACHABILITY

Input vs. output: The natural order research provides evidence of the order of output only. Accurate production should not determine the list of items to teach or the order they are taught in. Learners need a varied diet of input. Some grammar items take longer to learn and we should not insist on immediate accuracy.

Teachable items are not always the most frequent. For example, teaching the Present Continuous is considered quite simple (and is therefore presented early on in beginners' syllabuses) but its frequency of occurrence is lower than other tenses such as the Simple Present.

LEARNABILITY

It used to be assumed that simpler structures were more learnable. However, the 'natural order' of language acquisition is a concept which argues that all learners are predictable in the order of grammatical items they acquire regardless of their mother tongue.

What should we teach?

What is the order to teach /assess?

References

The most frequent structures are not always the most useful. Among the most common words in English are 'the, of, a, was', which may not be the most useful when constructing a sentence.

Calculating the frequency of grammatical structures may not be very easy.

English Grammar Profile allows us to see how learners develop competence in grammatical form and meaning as well as pragmatic appropriateness as they move up the CEFR levels.

We suggest you take a tour of the website and explore the online profile in your own time. Those of you who are involved and/or interested in curriculum development might particularly find this source useful. *If you aren't familiar with the website, you can refer to this HO.

Are there general preferences in the choice of what and when?

References Curry, N. (2019). Grammar: What should we teach? | Cambridge English. Retrieved 10 May 2023, from https://www.cambridge.org/elt/blog/2019/03/06/grammar-part-1/Grimes, L. (2023). English Profile - English Grammar Profile. Retrieved 10 May 2023, from https://www.englishprofile.org/english-grammar-profileThornbury, S., 1999. How to teach grammar. Harlow, England: Pearson Education

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A Grammar Syllabus SELECTION: wHAT TO INCLUDE IN SYLLABUS? USEFULNESS The most frequent structures are not always the most useful. Among the most common words in English are 'the, of, a, was', which may not be the most useful when constructing a sentence.

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concept defınıtıons

sltedol-gtl course

HOW ABOUT YOUR PRINCIPLES OF GRAMMAR TEACHING AND LEARNING?

DO YOU HAVE FAVOURITE METHODS AND TECHNIQUES?

VIEWS

views on grammar teaching and learning i.e. prescriptive and descriptive (how grammarians approach it)·

APPROACHES

approaches to teaching grammar i.e. deductive-inductive-guided discovery

Please refer to the defınıtıons here to get an ıdea of theır use ın the gtl course

PRINCIPLES

principles of how best to teach grammar (T's principles e.g. why they find inductive app. more useful to teach)

We may use vıews and approaches ınterchangeably throughout the GTL course.

LESSON MODELS

lesson models of presenting and practicing grammar i.e. PPP, TTT, TBL, Flipped learning, ... etc.

METHODS AND TECHNIQUES

methods and techniques in presenting and practising grammar e.g. storytelling, dialogue-build, drama, TPR, etc.

views on grammar teaching and learning i.e. prescriptive and descriptive (how grammarians approach it)

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It was good to be informed/reminded of different approaches to grammar and grammar teaching in the first session. Along with this theoretical background, questions encouraging us to think about why/how we teach grammar in our contexts gave me some perspective on my teaching practice. I still think a blend of deductive and inductive approaches is the most realistic way to teach grammar. I try to find a balance between the two, usually leaning more towards inductive teaching. But I try to remain alert to my students needs and use this approaches varying degrees.

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Although most of the things we studied in Session 1 were familiar, it was beneficial for me to see them in a structured manner, just to refresh myself. It is always good to reflect what we are doing in our teaching because that's the only way to improve as teachers. Grammar teaching is a challenging concept; that's why there are lots of different views and approaches. I don't think there is only one great, overarching theory to teach grammar best. They can all be used in different contexts and with different learner profiles. Adaptability is the key. (Ceren K. Ö.)

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This journey made me more aware of why I teach grammar, how I teach grammar, and the other things that we discussed. I found the first session very intriguing and fun. Thank you for this opportunity

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This journey made me more aware of why I teach grammar, how I teach grammar, and the other things that we discussed. I found the first session very intriguing and fun. Thank you for this opportunity

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 The discussions on what it truly means to know a language felt eye-opening, especially when thinking about the complexities of language acquisition and the multifaceted nature of linguistic competence. There were many opportunities to reflect which I valued a lot as they give a chance for deeper learning.

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 The discussions on what it truly means to know a language felt eye-opening, especially when thinking about the complexities of language acquisition and the multifaceted nature of linguistic competence. There were many opportunities to reflect which I valued a lot as they give a chance for deeper learning.

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Throughout the session I looked through what I was doing, what I wanted do and I became aware of the methods I was implementing unconsciously. What a good way to start...

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Grammar and grammar and over and and over again grammar👈

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Grammar and grammar and over and and over again grammar👈

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"It was a refreshing section that invigorated my mind. I am delighted to enhance my ability to teach English and eagerly anticipate the following sessions."

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Excellent content. I started off reasonably quick and confident but by the end was slower and and not so confident. Me and myself agree we don't know as much as we thought!!

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Excellent content. Started of quick and confident but faded into slow and not so confident. Me and Myself agree the we don't know as much as we thought we did!!

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I think when it comes to approaches or methods in grammar teaching, there is not only one correct one in English language classrooms. How we teach grammar can change depending on the learner types, needs, their level and context. But I believe that we should find a way to combine inductive and deductive way of teaching. I also believe that even though 'teaching grammar' one of the hot topics in ELT, no one can deny its' importance in being an effective communicator. Because in order to communicate we need knowledge of language, grammar, language structures.

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I would love to learn more about conceptual language learning, task based language learning, generative and cognitive grammar as a part of linguistics field.

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Gökçe Gök- CLT (Communicative Language Teaching)

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Gökçe Gök- CLT (Communicative Language Teaching)

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Professor Jack C. Richards - Communicative language teaching

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We agreed on the significant role and multi-layered nature of grammar.

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How grammar teaching can be integrated into EAP and ESP courses

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It was nice to remember concepts like descriptive, prescriptive, grammar as product and grammar as process. I haven't heard www.engishprofile.org before. I visited the website and explored a little bit. What a nice idea to do this corpus study. This session was useful in terms of basic concepts like what and how to teach grammar. Thank you. (Sevgi Irk)

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More ideas on proceduralized language learning

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More ideas on proceduralized language learning

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I would love to see more ideas on procedural language learning and guided discovery with creative examples. (Sevgi IRK)

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There are no definite ‘Yes’ and ‘No’ regarding grammar teaching. As a result, a balanced teaching method like combination of deductive approach and inductive approach should be taken into account. This session has particularly reminded me of the significance of grammar.

Burcu E. T.

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process approach and how to apply it while teaching grammar in my classes

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It was a challenging start; however, I am so pleased to be forced to think about the way I am teaching grammar. This session was helpful in remembering important concepts of teaching and learning grammar. It made me think about what I am doing, how I am doing it, and how I should do it to make my teaching better.

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Stimulating materials. Good to keep the grey cells active. I'm also more comfortable with the inductive side of things. Most students seem to prefer it, too.

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I would actually be interested in learning how English grammar is being affected by such widespread use of the language, especially by non-native speakers - but I guess that's beyond the scope of the course.

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Grammar instruction gives students the tools they need to speak English confidently and is not just about teaching them the rules. Students who grasp grammar are able to express themselves more precisely and clearly. So exciting to be able to view lots of different perspectives and contemplate on my way of teaching grammar. Zeynep Doğan

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I thought I knew a lot about teaching grammar, but I found out how little I knew. I can't wait for the next sessions. 

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I thought I knew a lot about teaching grammar, but I found out how little I knew. I can't wait for the next sessions. 

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more tips on how to teach grammar to Gen Z students. Zeynep Doğan

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Remembering, refreshing, and adding knowledge on theories and practical examples that I learned years ago, without actually realizing their value and importance in such beautifully designed way was truly wonderful! I can't say this session was easy, but I can say that it contributed significantly to my teaching and knowledge. Especially as a curriculum person, I found the English Grammar Profile page very helpful. Also, thank you for helping us on how to use this quite rich content page more effectively! In addition, infographics were very informative for me. I would like to save them all and occasionally revisit them. Is it possible? Many thanks for your efforts!

Never without grammar!

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It has been great for me to retrieve all the information and having a lot of interaction with my colleagues from diffferent institutions. I have learned alot from my colleagues and I am looking forward to learning more

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Practical examples for in-class activity :

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Practical examples for in-class activity :

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İ would like to learn more practically materials and activities of grammar teaching for esl students

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Teaching grammar doesn't have to be the most exciting part of your day, but with some creativity and patience, it can become more enjoyable for everyone involved.

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Teaching and learning a language is a journey which can be described or prescribed but always makes someone feel better when the process in inductive :)

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More communicative activities on grammar teaching

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the importance of grammar in language teaching/learning

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the importance of grammar in language teaching/learning

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It was a great start. It made think more deeply about my grammar teaching. Teaching grammar can be either of these or a combination of both depending on the age and level of students. My experience says that adults have mainy preferred the deductive approach.

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It was a great start and made me reflect more on my performance when it comes to teaching grammar. I guess using either of these depends on the level and age of students.

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Guided Discovery

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It helped me refresh my knowledge. It gave me the opportunity to reconsider the importance of teaching grammar.

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I would like to learn how to prepare materials with AI

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I think this was a great start after all. The first session refreshened my dusted knowledge about grammar. Thank you all for this great session.

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It was an amazing, refreshing, and reflective session. I'm familiar with most of the concepts from my university years. But, I realized that I put most of the concepts into practice while I forgot some of them. I reviewed what I was doing and what I wasn't doing while teaching grammar.

Thanks for this amazing journey. I'm looking forward to seeing what's next!

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Creative ways to teach grammar (online) to vocational school students with low motivation.

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I had the opportunity to learn about different perspectives behind teaching grammar. I realized that I follow the inductive approach in my teaching context

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This is my favorite way of teaching grammar to intermediate students, and I hope to learn from the instructors and colleagues about Contextual Learning, where grammar is presented in meaningful contexts.

VOLKAN

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Prof. Mike McCarthy: the English Profile and its practical applications

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Prof. Mike McCarthy: the English Profile and its practical applications

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Prof. Mike McCarthy: the English Profile and its practical applications

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The foundational concepts covered in Session 1 felt familiar, yet the structured presentation served as a valuable refresher, prompting me to reflect on my teaching practices. Continuous self-reflection is crucial for our growth as educators. Grammar instruction, being a challenging facet of teaching, encompasses various views and approaches. I firmly believe that there isn't a singular, all-encompassing theory for optimal grammar teaching; instead, adaptability becomes paramount. Different theories can be effectively employed based on contextual nuances and the diverse profiles of learners, underscoring the dynamic nature of effective language instruction. This adaptability allows us to cater to the unique needs of our students and create a more inclusive and engaging learning environment.

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Greetings to all! As we completed session 1, I had the great chance to reflect on the beliefs and awareness I carry. This session was refreshing for me and it reminded me that there's so much to absorb and apply in the classroom, and I'm genuinely thrilled to be a part of this course. It's clear there are countless valuable aspects to explore and learn, and I'm motivated to implement these newfound strategies to enhance my teaching approach.

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The first session was full of great ideas, and they made me reflect on my own teaching. I'm looking forward to the next ones. Thank you.

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Revisiting the concepts and topics related to grammar teaching served as a valuable refresher. There should be a balance between  deductive and inductive teaching methods. Considering the teaching context I am involved in, I believe only this way we can create a more comprehensive learning experience for our learners . Being introduced to the Englishprofile.org website has beeen an invaluable discovery. All in all, the content provided in this first session of the module has been truly thought- provoking. Thank you very much to all dear course trainers!

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It was beneficial to link my existing knowledge with the correct terminology. As teachers, we accumulate a significant amount of experience and insight through teaching, but now I am more aware of the different strategies and the purposes they serve in their implementation

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Practical examples of guided discovery :)

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It was great to reflect on and refresh my knowledge along with my teaching experience. I agree that there's no one single perfect/best method to teach grammar since it involves different factors such as motivation, learner needs, perceptions and congnition. Session 1 reminded me of my own teaching experience. Two years ago I I had two B2 classes, to teach Modals of Past Deductions, I tried deductive and inductive teaching in my classes. The class which got the inductive teaching was happier to discover the rules, meaning and form.

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It was great to reflect on and refresh my knowledge and teaching experience. There is no one single best/perfect method for grammar reaching as language instruction involves many factors such as learner motivation, needs, perceptions and cognitive aspects.

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I'd like to know more about maximizing student engagement while presenting new target language items

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I find all the information very useful and mind refreshing. Having a chance to take a look at my dear teachers comments is also very beneficial! thanks

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It was a great start! Excellent content, full of great ideas.

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Ways to interact with young learners, their problems when it comes to learning grammar

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We agreed that grammar teaching is important, that deductive and inductive methods should be followed in a balance and that each student's learning method and motivation is different.

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ways to teach grammar to a new generation in a fun way

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I agree that we needed this session to refresh our memories and to realize and rediscover the importance of grammar.

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I want to explore more guided discovery.

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It was a good start and helpful to recall some of the theory I studied at university and it helped me reflect on my way of teaching grammar. I can say that I am close the inductive teaching and I can say that realizing that teaching grammar is kinda undeniable makes me sad:)

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I'd like to learn more about "how much" grammar should be taught to this generation with tips and ideas.

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Grammar is important part of teaching a language. "How is it taught" is the part where we are supposed to use our critical thinking skills :))

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How to decide on the content and the methods we are going to use to teach it

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Really insightful. Altough some parts felt like felixibility is overseen, overall it was great to found a basis when it comes to grammer.

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Why we should definitely not be scared and dismissive towards grammar

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Hot to be more flexible when it comes to conducting grammar teaching strategies

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It’s been a while since I was a part of a team as vibrant as this group of colleagues. Thanks for bringing me back and prompting the growth of new neurons in my brain.

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All of the links shared are quite useful and valuable. Thank you .. Bea

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More about inductive teaching, task-based learning .. even if it is not possible so far so good. Learned so much.

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Not sure what to write here ..

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No padlet links unfortunately ..

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This is a great course .. the different styles of teaching/learning a language .. reading different perspectives, and seeing that there are other people who feel the same way as yourself is good.