TESL-0100 - Unit Three Reflection
Having to explain automatic language processes to ELLs with a
different L1
I found the activities included in the Bolitho and Tomlinson (2005)
article about using grammar correctly to be interesting. Before reading the
article, I thought I was familiar with most types of grammar and could use them
correctly. I have had people comment on my writing ability and am sometimes
told that I am more well-spoken and thoughtful than most people my age.
However, I found myself very frustrated when I worked through the exercises and
my attention was drawn to grammar aspects that I either had difficulty doing
due to a lack of familiarity or were automatic processes where I could not
explain why I knew something was right or wrong. This made me realize that I
need to improve my grammar knowledge and to become aware of how and why I use
parts of language so that I can teach learners how and why certain grammar
practices are done English
In the chapter “Teaching Grammar and Vocabulary”, Brown and Lee
(2015) discuss approaches to form-focused instruction. Forms are the structures
that phrases and sentences take that transmit information in an effective and
meaningful way. They can be taught both explicitly or implicitly in language
learning activities and lessons. The authors state that most current language
teaching methods teach form-focused instruction within a communicative
framework. The instruction involving teaching forms differs from explicit and
implicit techniques, noticing, and input enhancement. Explicit techniques are
one way of teaching learners about grammatical forms, which can be presented deductively
or inductively. Deductive explicit teaching involves the direct presentation of
rules and concepts to learners who they then apply what they were taught to other
learning activities and exercises. Inductive explicit teaching involves the
presentation of examples where learners are taught how to identify characteristics
and infer the reasons behind the structuring of grammatical forms. In
comparison, implicit techniques do not involve the use of structural analysis
or technical terms. Instead, learners use context to understand the meaning of
sentences and utterances. One implicit technique is called the focus on form
approach. It is similar to inductive explicit teaching, except it is done
indirectly through communicative activities. Learners’ attention focuses on
target forms and noticing grammatical features without being directed by their
teacher (Brown and Lee, 2015).
I prefer to use explicit techniques when I am teaching learners how
to use grammatical structures. I have not taught grammatical form in deductive
way since my volunteer experience has been mostly with learners who are at a
beginner level. I do not think it is helpful to teach learners at this level
the names of different tenses since they have very little knowledge to build from
and it is difficult to explain the reasons why certain forms are more
appropriate than others. I prefer to use inductive teaching methods because it
allows students to interact with information directly and to learn rules
through observing what structures are being used and their effectiveness. I
also like this method because learners are still taught about grammatical structure,
so they know what they are looking for when they observe and model the sentences
and utterances provided by the teacher. In contrast, implicit techniques seem
to assume that learners will notice the same features that the teacher would
present if they were teaching using explicit techniques. I think that learners
benefit most from initial instruction because it builds skills and competence
that can be applied individually, both inside and outside of the classroom.
References
Bolitho, R.,
& Tomlinson, B. (2005). Common areas of difficulty. In Discover English
(pp. 7-18). Oxford, UK: Macmillan Limited.
Brown, H.
D., & Lee, H. (2015). Teaching grammar and vocabulary. In Teaching by
principles: An interactive approach to language pedagogy (4th ed., pp.
462-486). White Plains, NY: Pearson Education.
Martin, P.
(2009). LA Phonics [Digital image]. Retrieved from http://languagearts.phillipmartin.info/la_phonics.gif
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