Httg: Chapter 2 - Why Teach Grammar?

Front 1

Name at least three arguments from the case FOR grammar. (There are 7 arguments in total)

Back 1

- The sentence-machine argument
- The fine-tuning argument
- The fossilisation argument
- The advance-organizer argument
- The discrete item argument
- The rule-of-law argument
- The learner expectations argument (1)

Front 2

Name at least three arguments from the case AGAINST grammar. (There are 6 arguments in total)

Back 2

- The knowledge-how argument
- The communication argument
- The acquisition argument
- The natural order argument
- The lexical argument
- The learner expectations argument (2)

Front 3

Grammar translation

Back 3

Follows a grammar-syllabus. The lessons typically start off with an explicit statement of the grammar rule, and is followed by exercises which include translations between L1 and L2.

Front 4

The direct method

Back 4

Claims to be a more natural method. They still follow a grammar-syllabus, but nonetheless rejects explicit grammar teaching. The focus lies more on oral skills.

Front 5

Audiolingualism

Back 5

Same focus on oral skills as the direct method, but has even more strict rejection of grammar. It derived its theoretical base from behaviorism, which considers language to be a form of behavior. In the audiolingual syllabus, sentence structures are being learnt, and then drilled repeatedly.

Front 6

Natural Approach

Back 6

Noah Chomsky says that language isn't a part of behaviour, but is actually an innate human capacity. Learners are exposed to large doses of comprehensible input, which the innate capacity eventually converts to output.

Front 7

Put the methods in order, according to their hate of grammar. Begin with zero-grammar tolerance, and end with muchos grammar love. (A couple of methods share a spot)

Direct method, Grammar-translation, deep-end CLT, shallow-end CLT, Audiolingualism, Natural approach

Back 7

- Natural approach & Deep-end CLT
- Audiolingualism & Direct method
- Shallow-end CLT
- Grammar- translation

Front 8

Shallow-end CLT

Back 8

Doesn't reject grammar. In fact, grammar was still the main component of the syllabuses used by CLT courses, even if they were dressed up in functional labels. Explicit attention to grammar rules is also okay, since Chomsky said a language is rule-governed.

Front 9

Deep-end CLT

Back 9

Hates grammar. Rejected both grammar-based syllabuses and grammar instruction.

Front 10

Task-based learning

Back 10

Learners get a series of tasks for which no formal grammar instruction is needed nor provided. The lesson objective is to complete the task, rather than applying a grammar rule successfully.

Front 11

To what three factors can the E-factor (Efficiency) be broken down?

Back 11

- economy
- ease
- efficacy

Front 12

E-factor

Back 12

Since classroom time is rather limited, a teacher should teach grammar as efficiently as possible. The first question that should be asked when making a grammar activity is: 'How efficient is it?'

Front 13

A-factor

Back 13

Is what you're asking of the students appropriate for that group? An activity that works for one group of learners doesn't necessarily work for another group of learners.

Front 14

Factors of A-factor. Name 4.
(It says so in my book. Apparently we should be able to name four.)

Back 14

- the learners' age
- their level
- the size of the group
- the constitution of the group (mono- or multilingual)
- what are their needs
- the learners' interests
- the available materials and resources
- the learners' previous learning experiences and present expectations
- any cultural factors that might affect attitudes
- the educational context (at home, abroad, private school, etc.)

Front 15

Learner-centredness

Back 15

Giving the learner more responsibility and involvement in the learning process.

Front 16

Discovery learning

Back 16

Where learners work out the rules for themselves, for example.

Front 17

Group work

Back 17

Do I really have to explain this term? It's pretty popular with the CLT method, because there's much communication.

Front 18

Teachter-fronted lesson

Back 18

The teacher explains everything, questions are asked to them, not between the students. Not very popular with the CLT method, because there's little to no communication between the learners.