IATEFL 2011
BRIGHTON ONLINE
Sunday, June 12, 2011
Your preference to teach EFL grammar in the Turkish context
What is your approach to teaching grammar in the Turkish EFL context? Please explain your position on teaching grammar to EFL learners with different learning profiles and learning styles at different levels of proficiency. You need to mention the techniques and some sample activities that you prefer to teach grammar as well.
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I prefer using communicative language teaching to teach grammar to EFL learners because I think students can acquire the language when they learn it inductively. In the communicative approach, students use the language to accomplish some function, such as instructing, inviting or requesting. The teacher sets up a situation that students are likely to encounter in real life. Speakers choose a particular way to communicate depending on the relationship. Teachers in communicative classrooms are active facilitators of their students' learning. The teacher sets up the exercise, but because the students' performance is the goal, the teacher must step back and observe. Communicative approach activities encourage acqusition and fluency.
ReplyDeleteIn the future, while teaching grammar, I prefer to use presentation-practice-production method. First I want to teach the grammar rules deductively to my students to reduce to time spend, I think we do not need to spend a lot of time for learning grammar rules, in my opinion, students can learn the rules appropriately when we give them deductively and we can have more time to practice it. I will try to find a lot of enjoyable and interesting activities for my students with which they can practice what we learn as grammar. I try to find authentic materials,too. Also I try to arrange some type of structures to my students to practice. Then I want them to make dialogues or role play for their production of language. Other than this, I want them to write something with using the certain structures which we learn before. With all these, in my opinion, I can provide them with learning. Also in some simple structure, I can use communicative approach, with this approach I can teach my students some rules. But I try to be careful about its simplicity, because I think that difficult structures may be hard for students to learn with communicative approach and this may create frustration and they do not want to be in difficulty while learning something. As I said before, after teaching the structure, I can use communicative approach for my students.
ReplyDeleteF. Özge Maviş
I prefer using direct method for my teaching in the future. I gives importance to the usage of visuals. and I think that this method will be apprpopriate for every level because visuals will be beneficial in language teaching. I will combine this method with the communicative approach. because communication is vital for the language teaching. I will try to provide them with the peripheral learning. I will use posters to attract students attention and in this way I will enable them to learn the language items by seeing. they will acquire it as well.
ReplyDeleteI will try to create context in whi,ch stuıdent will use the language creatively.
they will not use memorized structures but they will produce sentences. and when students see the language in context and try to use in the context, they will learn it better.
I will make students watch films and videos of native speakers to improve their listening skills bisides fluency.
Merve Önder
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ReplyDeleteMy preference to teach EFL grammar in the Turkish context would be Tak- based language teaching method, since one of the best methods to teach grammar in my opinion. I am quite fonf of teaching grammar indirectly, hence task based teaching will help me a lot in that terms. I would use scenarios and situations and the students are given tasks, without directly stating what they are going to learn as a grammar item. Also, I want to integrate some parts of the Communicative Language Teaching Method such as notional functional syllabus with the task based language teaching, . Notional functional syllabus will help me a lot to create scenarios and tasks and hiding grammar items into them.
ReplyDeleteFirst of all, I would teach grammar in the native language of students, in our case, Turkish. Because grammar is absract rules of a language. Trying to teach it in target language would make it more difficult for students to understand.
ReplyDeleteSecondly, grammar wouldn't be my focus point in the lessons. I would use it as a facilitator to understand the language. Therefore, grammar wouldn't be focused in detail.
I would teach grammar deductively not to spend too much time on grammar. And the young learners can not understand the grammar rules inductively and also they may comprehend the rules wrongly. So teaching grammar deductively is the best way for the young learners. And I would use some reading texts to contextualize the grammar topic. I would want them to do dialogue activities and role plays to make the students active. I would use comunicative language teaching. But also I would use some implications of natural approach to make the lesson thematic.
ReplyDeleteAs a prospective teacher I prefer to teach the grammar deductively.Because if i teach the grammar ınductivelly i will lose much time. Instead of it i can allocate that time for giving them more example. at the begining I will apply the receptive grammar teaching. I won't want from them to make any production. Because that may cause stress in the students. But much later, to check the comprehension. I may want from students to make a production
ReplyDeleteTeaching grammar deductively would be my preference since it saves time for the teacher. Of course, it is better to teach inductively since it would be much more permanent for the students. However,the question is: do we have that much time?
ReplyDeleteSo, I would teach grammar deductively. After teaching the rules, I wouldn't expect my students to fill in some blanks or produce somethings including the grammar structure I taught a while ago because early production attempts can be counter-productive. ( I am talking about beginner and pre-intermediate students)I would try to give as much comprehensible input as possible to my students. In that way, the students will not only learn how to use the grammar structure but also enhance their vocab. through enjoyable readings, listenings etc.
i really do not support teaching English grammar in Turkish especially for the adult learners. Teaching a language in another language does not lead us to correct way, because we can teach them wrong things sometimes. there is not Turkish version of every English term.
ReplyDeleteif we think about the young learners it can be possible to use Turkish, because they can have difficulties in understanding.
so i am the supporter of using only the target language in class.
I will exactly use communicative language teaching to teach grammar to EFL learners because I think what is important for a language is communication. Therefore, a student should learn to speak in that particular language. In the communicative approach, students learn apologizing, requesting, inviting etc. They learn functions of a language and their word chuncks. In the communative approach, everything is real. You, as a teacher, set a situation and students move for it. Speakers choose a particular way to communicate depending on the relationship. Teachers in communicative classrooms are active facilitators of their students' learning. The teacher observes them. Communicative approach activities encourage acqusition and fluency.
ReplyDeletechoosing an approach to teach grammar should be flexible and adaptable. ın my opinion, in young learners, task based approach and inductive grammar teaching should be preferred. for instance; instead of teaching 'my name is ....' structure by dividing in into subject+object; teacher should try to use it in the dialogues or stories or teacher should make the students use the structure in the task.
ReplyDeletehowever, in older learners, grammar based teaching could be applied. because these learners have enough world knowledge and they may want to have concrete knowledge about the language. these older students can handle with the abstract sturctures but young learners shuold be tolerated.
As a prospective teacher I would prefer to teach the grammar deductively to save time for other enjoyable activites like reading and listening. I prefer teaching grammar as a supporter for reading and listening activities.For the production phase I would prefer to use receptive grammar teaching especially in the low levels. I wouldn't expect them to produce long sentences in the target grammar structure. By this way I would prevent the anxiety towards the language learning among the students. I think teaching the grammar deductively also prevents the possibility of misunderstanding the grammar rules.Lastly in the higher levels I would use communicative language teaching techniques.
ReplyDeleteI prefer using communicative language teaching to teach grammar to EFL learners because inductive learning will be more effective in terms of learning. In the communicative approach, students aim to use the language to achieve function ,instructing, inviting and requesting. Activities are generally real life activities set up by the teacher. Teacher is just facilitator, observer and motivator for the students. The main focus is the performance of the students. Communicative approach activities support acquisition, fluency and inductive learning and puts the students in the center of the learning.
ReplyDeleteSedef KONUK
ReplyDeleteI would prefer to teach grammar inductively because I believe that the abstract rules of the grammar become less forgetable as the students came up with the rules on their own. Inductive teaching may be time consuming but it works. as the inductive teaching needs much effort, task-based learning is the best approach fitting in that purpose. students learn the structure while dealing with a task. ın that way students can come up with the grammar structure and have the competence for a task. for example, they can learn how to use 'should/ ought to ...', with the help of wrting a trip brochure.
It is indisputable that inductive learning is more effective than deductive learning in learning language and communicative language teaching method is one of the best methods which applies inductive learning. So, I would prefer using communicative language teaching. One of the most useful points of using communicative language teaching method is that you involve the students in real life situations. For instance, the teacher prepares an activity which is based on mentioning your next holiday. Teacher starts the activity, then s/he leaves everything to students. Students just focus on the activity, not the grammatical aspects of the language. Thus, they actually learn the language unconsciously. Besides, they are all the active participants of the language. The main focus of the communicative language teaching is "communication". So, it is best to apply, I think.
ReplyDeleteI can not choose one of the methods to teach grammer to my students. I will use all of them appropriately. Sometimes I will mix them, sometimes I will use just one of them. I will determine it according to the subject. However, I determine that I will teach them grammer inductively. I will not start my lesson” today we will learn future tense” I will start “today we will talk about holidays”. Using videos , reading texts, games I will teach them the future tense. Of course I will give them exercises to check their understanding. However, it should be at the end of the activities I mentioned above. I will give importance to talking. They may be understand the rules of the future tense with these activities but I need output so I will encourage them to speak and write. If I teach to young learners, I will mostly use TPR. They will learn by doing. For example, While teaching them passive voice, I am planning to cook “menemen” in the lesson. While they are preparing the menemen, at the same time I will write some sample sentences on the board such as” eggs are broken by Ahmet”. I know it is early to determine such a detailed activity but when I was secondary school our teacher used this activity and I learned the passive voice perfectly. Moreover, I like task-based . I will use it. For example, we can make kite in the clasrrom and I can make emphasis on “imperatives” as a grammer point. I will also balance the cooperative and competitive learning. I will use both of them.
ReplyDeleteI prefer using inductive method while teaching grammar in EFL contexts. Actually our choice may depend on our student profile, their learning styles and other factors, but I strongly believe that language is a really different matter from other subjects that are being thought in the schools such as math or history. A 7 year old boy child also speaks a language and he doesn’t necessarily know the grammar rules. He actually knows them subconsciously now that he can speak! If we treat the language like mathematic and start from formulas and rules and rules we really make it harder for the children to learn because it is not the natural way that we learn the language. On the other hand if we abandon the grammar teaching and try to make the process like the first language learning we can not be successful either. We lose a lot of time and effort. We lose the valuable time that we can save by focusing on a few remarks. That is why my preference is consciousness raising and discovery learning in grammar teaching. In this way we actively involve the student in the learning process and they make up their rules. And they construct the rule according to their mental schemas and this is why in that way grammar learning is not painful. The grammar should not be separated from the language. Context should precede the grammar rules. However in order to prevent fossilization or incomplete rule formation in children necessary corrections should be provided by the teacher. Task based language teaching is a good way in which the students use grammar that is necessary to them. And the topics’ being arrange according to the tasks or themes is a better way than their being arranged according to the grammar rules.
ReplyDeleteFormerly, teachers oftenly used the blackboards as the only way to teach grammar. It was something related with memorising the forms, words and rules. In that way, language was perceived only as a system of rules. In modern times this idea was replaced by the communicative language learning. In this method, students are required to be productive and the lessons are based on them. Activities, discussions and group works let students play an active role in the learning process. Aside communicative language learning, task based language teaching is also remarkable. The most effective way of learning something occurs by doing or producing something. Students learn language throughout some special tasks. It is both enjoyable and useful for them. They are not aware of that they're learning something new by doing those tasks.
ReplyDeleteIn my opinion, there is no need to explain all the grammar rules in English. Sometimes it can be waste of time. When I look at some explanations, I see that explanations are even harder than the grammar topic. I remember that we used to spend a lot of time looking at the words that we did not know to be able to understand the rule. Instead of that Turkish explanation should be done especially for low- level students, because people feel safer in their native language. For high level students inductive learning can be done, because they have enogh knowledge of second language input.While teaching grammar detailed information should not be given. I think the best thing to do is extensive reading. In that way students get grammar rules by themselves. When it comes to exercises, I would not use so much multiple choice type of questions in my class. In this way students may remember the wrong choice. Especially using pictures are effective to learn grammar structures.
ReplyDeleteFatma Kaya
ReplyDeleteIn the future, as a prospective teacher I would probably prefer to use PPP method. However being more flexible is possible time to time. While using PPP method I would teach grammar rules deductively to reduce the time spend on grammar teaching so that I can provide more and more activities including listening and reading activities. We don’t need to spend so much time on teaching grammar rules; the important part is to provide the students with other activities after teaching grammar. Therefore, I would even use Turkish to explain grammar. Listening and reading activities are very beneficial for students to make them practice language and acquire the language easily. In the production phase, I would not force students to produce language like writing activities but I would prefer interesting and enjoyable activities or games that students more actively interested in. Generally, in this phase students are wanted to produce something including grammar structure but I think that this early production does not beneficial so I would choose different activities. In that, I would integrate some methods to make instruction be more comprehensible and beneficial.
Even when i was a high-school student, i have always seen the language as a means of communication, but unfortunately today's generation just sees it as a class to pass. Even the most enthusiastic ones, eventually turn out to be trying to get good grades. That's why as a prospective teacher, communicative approach will be my way and considering the conditions of our country's school environments, the student profile and curricula, teaching grammar deductively would be my way - yet it can still change according to the student profile. In public schools inductive method may 'need' to be applied taking the students' background knowledge into consideration, whereas in private institutions deductive teaching can be very productive through various listenings & readings. I think what matters is the gist. Even now, we can understand different structures that take place in an article through the context. And since language is a means of "communication", i will mainly emphasize on the speaking skills by making my students talk as much as they can through simple dialogues. I'm in favor of teaching grammar as it is in the communicative (everyday) language (not in the informal way of course, but rather than the function of the structure, i.e. using "would" and "used to" interchangeably), and then use a 'by the way' approach to teach the "formal ways" of the structure (formal as in academic environment, when talking to superior people etc).
ReplyDeleteCeren Korkmaz
I would like to use communicative langugae teaching because I always believe in the fact that the purpose of a language is to communicate so this method would be really helpful for me. Also another advantage is that inductive grammar will be more enjoyable for the students because they will both enjoy exploring, creating some things and they will have concrete learning. Abstarct thought is difficult for the students especially for the young learners. As a student I even myself would like to have used this approach, because as you know we have a difficult exam system in Turkey and so we can't have a communication purpose, we just could have an exam purpose with the language. Especially group activities could help students to develop both their speaking listening skills and also the interaction among the students. Students will enjoy this approach because they won't even be aware of the learning process, they will learn willingly but not knowingly so this approach will attract them a lot.
ReplyDeleteSince the classes are student centred, the students will have really self confidence, they will also feel that they are given importance, the teacher is just the facilitator, motivator and observer in the class.The performance of the students is the main point. Students will feel the importance of success.
When I was a student at high school, I was always bored when it was time to learn some grammar! I knew the drill: the teacher writes some grammar points on the board, checks out if we get it or not and then distributes us a hand-out including some fill in the blanks activities. However, when I tried to think about some alternative ways regarding teaching grammar, I could get no answer!
ReplyDeleteAnd now, as a would -be teacher it is still -more or less- the same. Teaching and learning grammar is still boring both for the teacher and the student. Yet now I know that, teaching grammar should be short and to the point as much as possible. Therefore, I prefer to teach grammar in a nutshell giving out the most important and possible to encounter features of the structures. Then, I would try to make it much more comprehensible by making the students integrate the rules by the help of some reading, writing or listening activities.
After all my education life, I think, now I have my own philosophy of teaching English language grammar and other skills and sub-skills. According to my idea communicative language teaching is the best way to teach grammar but in Turkey because we have crowded classrooms, and we don’t have a lot of time to spend on learning English for enough amount of input, and our students aren’t intrinsically motivated to learn English and most importantly because our exam system includes just multiple choice questions but not oral or writing-based questions I think Presentation-Practice-Production method will be the easy way to teach English language grammar. I think what is important is what students need, and because students need to learn both the rule and how to use it, if the students’ level and age is high then we can teach grammar deductively, I mean I will give the rule, give a lot of examples and then want them to produce examples, in the mean time, by using authentic materials, students’ life experiences and group-works I will make the lesson interesting and fruitful. But if the students are younger, because young children can’t comprehend methalinguistic rules, I think, teaching grammar inductively will be better. By telling short and simple stories, writing sample sentences on the board, making listening activities which focuses on the rules I want to teach, I will try to teach grammar. In short I will try to integrate CLT and Presentation-Practice-Production methods in my classes in accordance with my students’ level and age. When teaching hard and complicated rules I will use deductive method but when I teach easier rules I will use inductive way of teaching grammar.
ReplyDeleteAs a prospective teacher, I do not think that teaching grammar helps students as much as the other sub-skills. I remember from my experiences that grammar is just a lesson in which the teacher writes the rules and the students copy them tho their notebooks, then they follow with a lot of "put the verbs in their correct forms" execises for hours. Because of that, I won't teach grammar as a seperate lesson. Instead of this, I will make a lot of reading activities and I will explain the rules when students do not understand the text. With this way, teaching grammar won't be a waste of time and the students' new-learned rules will be more permanant when they see them in context. More importantly, there won't be a "grammar lesson" which is really boring for the students and they won't lose their enthusiasm for the lesson.
ReplyDeletepersonally I am planning to follow the Natural Approach in teaching grammar. so far we have been told that or we have been treated like that grammar is the main focus. however I think the grammar of a language is its skeleton not whole part. as we add new input the skeleton will have a proper shape and only after that procedure one can use his language fluently. I think we should separate the grammar and meaning. we should teach grammar in one of three hours for instance. also, while teaching to young learners it would be better if we teach in their native language otherwise they would not understand us so the acqusition of that language would be late and hard.
ReplyDeleteI would like to use communicative language teaching because I believe that the communication is the most important thing for a language. Firstly I would like to give reading, writing and listening skills in an inductive way and then I will start to teach grammar. I think teaching grammar can be easier after the students comprehend the language. Because we all learned Turkish grammar, after we acquired the Turkish and it was not too hard for us. Therefore learning English grammar can be easier for the students after they learned the communicative skills. According to their ages, I can give grammar rules deductively. Sometimes applying rules to the sentences is like solving a puzzle and so it can be enjoyable and more apprehensible. But of course if the students are young I will never give grammar rules deductively, I can teach it by giving orders and writing sentences on a poster and hang it on a wall.
ReplyDeleteI think we shouldn't use grammar translation method anymore to teach grammar. We should present the new topic by creating a context and directly or indirectly helping the students to use induction or deduction method. We can bring realia to the class and create a context with it while at the same time using the structure in the context. The students won't at the first step realize the structure and they will be carried away with the story or the context. Then, the teacher will move on with another activity and this time the teacher will make obvious the structure and explain what they need to use by giving more examples. Then, at the end the teacher should reinforce the new structure by doing exercises which enable the students to produce what they have learned. The teacher can also use some methods from desuggestopedia by giving chance for peripheral learning through the posters including the target structures.
ReplyDeleteIn my opinion, the deductive method is the most convenient one to teach EFL to Turkish students because in Turkey the education system is fully based on a deductive curriculum. I strictly believe that if a teacher tries to apply a different method of teaching grammar it will both be a time consumption and also s/he will be harshly criticized. That’s why I will prefer the deductive method for teaching grammar in my classes.
ReplyDeleteBut by saying this, I do not certainly mean to use a grammar translation method. I think it is too much out of date and proved to be useless. I also think that the students should not use their mother tongue in classroom environment because most of them will have no other oppurtunity for speaking in the target language except the lessons. So instead I will prefer PPP technique, the one, which I believe that is the most efficient for Turkish learners. That means, in each grammar lesson I will first introduce the content to the class, then with my instruciton, help and under my guidance make them do some exercises. And finally I will let them product new models and use the knowledge thay have just learned, by their own or in groups. I will encourage my students to use their new learned grammar rules in role play or simulation activities in order to deal with the disadvantage of deductive method that is the lack of communication.
I think knowledge becomes a skill by the means of successive practices. I think this technique will allow me, as an unexperienced teacher, to control the content and the pace of the lessons more easily.
On the other hand of course this is not true for all levels of students and in all different learner types. Inductive method can easily be used in higher levels of proficiency but it is appareant that for these type of learners there would be almost no need to teach grammar any more. Also for adult learners, who intend to learn second language for some communication purposes, inductive method can also be used as there would be no need for them to emphasize on grammar but rather the use of language.
in the future i am planning to use only english during the lesson if the students are young learners and they can learn the language through the proper input. however, with adults learners i would use a little mother tongue if they have difficulties beacuse adults are not young learners who acquire the language they need an explanation for the things they learn. therefore, my teaching will differ according to the student background and the way they can leanr the langauge.
ReplyDeleteI prefer deductive grammar teaching way because I do not want to spend my time on grammar rule explaining. If I save time on grammar explanation part, ı would have much time on activities. Also, I plan to integrate communicative language teaching method in my lessons because focusing on grammar does not work. A teacher should also give importance to the development of speaking, listening skills as well as grammar. The listening activities and the activities on developing speaking skills make the lesson more colorful. Inductive way can be used during grammar teaching but I think it is unnecessary while we have direct way of teaching target topic in a short time with more fun.
ReplyDeleteWhen I become an English teacher, the most important part that I pay attention will how I teach grammar to my students in a proper way.Most propably I will use presentation/practice/production method. I think firstly they should learn how to make a sentence in a gramatical way so I will teach basic grammatical rules in a deductive way. After that I will provide my students with lots of authentic,different and enjoyable activities. By teaching other skills I will make my students feel themselves very relaxed to be able to express themselves in the classroom environment.
ReplyDeleteI think teaching grammar in Turkish can work at beginner levels because it saves time and the students can get the important points better. I think giving students comprehensible input can help them to put grammar in to practice. teacher should teach grammar by directly giving grammar rules and then exercises to make them more comprehensible . this will save time and students will not be confused because of the giving much time to find the appropriate grammar rules from examples. I think students sometimes do not like English because of the grammar rules which have been taught in English by the teacher. So they think that tey do not understand anythin so they should memorize the rules.
ReplyDeleteI will teach grammar deductively because as my friends said it takes too much time to teach grammar inductively and students may infer some wrong things so it is more appropriate to teach it by telling the grammar rules directly. As grammar is abstract to teach it young learners directly will not work so I think teaching it inductively changes according to the level and age of the students. While teaching grammar to do a lot of practice and to make it more comprehensible with visuals can work. Giving students input which includes grammar topic can help students to understand the topic better also. but using target language can work at high levels. Teacher can teach grammar in target language so he/she can give more input to the students.
ReplyDeleteI believe that in Turkish Context communicative PPP approach can be beneficial because in this way not much time to be spent on grammar. Moreover, to actually learn something students have to understand its functions in the language and be quite “sure” with the way they (ss) use it (so that they would not think “what grammar time should I use and how to construct it). During and after these grammar presentations practices and production exercises, students can be exposed to a wide range of authentic as well as simplified materials. It is very important to select a context that would be interesting to all the students and they would want to communicate and contribute to the lesson. As students may not be very competent in L2, grammar and necessary explanations of the assignments can be dealt in students native language.
ReplyDeleteI believe that while teaching grammar, although inductive learning might be more fun and learner-centered; deductive learning is much more effective in EFL athmosphere because it can be conveyed in a short time and can cover basic steps in a more efficient way. I would not like to spend more time on teaching grammar in inductive way.
ReplyDeleteIn addition, grammar is not enough. I would integrate communicative language teaching without any doubt because communication means everything in a language. I would do this by reading, writing, listening and speakind activities. I think, because they already know grammar structure etc, they would be more active in these activities and learning will be more learner-centered and fun! I can use different types of activities and materials in the classroom. For young learners, cartoons and cartoon charactres or for older learners movies, soundtracks, music etc..
In short,my teaching philosophy starts with deductive teaching of grammaar, with all the activities included in the books etc andf then reading material which I give great importanc and then integrated communication skills which will give them chance to improve their skills for good. :))
I agree with the claim that task-based learning mirrors natural learning conditions and it is through engaging in tasks that infants develop their mother tongue. I was taught with the direct grammar teaching method and still I experience disadvantages of the method. Thus, I will definitely use task-based method. I will integrate grammar teaching into reading generally because for example a story can be a perfect way to teach a tense. If there is a problem with students’ understanding the grammar structure, only then I will teach direct grammar.
ReplyDeleteKübra Şahinoğlu
I know that no matter what kind of a method I would like to use, my prior concern will emerge out of the school or department I work at, because in a state school in which I will be responsible for students preparing multiple choice exams, grammar teaching is going to be my overall goal, therefore I will combine other theories with grammar teaching techniques while in a private school or prep schools, I would try to do something new like combining direct method with something else. Also, age and level is the other factor in EFL. However, when I start working as a teacher, I will select what it's best for the students I teach, Therefore in academy, I would like not to stick into any theory but learn which one fits which situation.
ReplyDeleteAlthough ı am not sure which method or methods ı will use when ı become a teacher, ı think ı should decide on the methot when ı meet with my students and learn their level, age and learning style. ıf my students are young and don't have cognitive and abstract knowledge ı will use inductive teaching in my lessons. on the other way, if my sudents are older learners ı think ı may use deductive teaching, because in that way ı will not loose time on waitin my students' understanding the rules by their own. also after giving the rules beforehand in a short time, ı may use clt and spare time for communication. ı think learning a language doesn't only mean to learn grammar. a person should also learn to use the language in daily life to be able to be competable in a language.
ReplyDeleteTo sum up, ı believe that choosing a method and only using it in our teaching is both meaningless and impossible, so we should first know our students and then decide on our teaching style.
The most appropriate way to teach grammer seems to me as the communicative way of teaching.First of all it is of great importance that the students have knowledge about the language itself.It is not enough to know only the grammer of a language.Furthermore, it is more easy to learn grammer when you know the language.Therefore, I would use listening, reading and speaking activities.This would help to get a better understanding and a familiarity to that what I want to teach.In order to spend less time I would also use the deductive way.I would explain the grammer rules deductively.This would help me to use more time for activities in which the students practice that what I teach to the them.
ReplyDelete