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Language Awareness Activities and Creative Grammar Practice Marija avar, prof.
Adult learners frequently insist on being given rules about how and when a certain bit of language is used
Young learners and some adults seem to be more at ease with holistic method of learning grammar in which structures are acquired subconsciously
You can teach the students the rules but you cant make them learn them
Possible reasons: The students may simply not understand the rules (especially young ones) They are not ready yet Time lag between understanding and producing Rules are in opposition with mother tongue concept
is what happens when the current state of the learners grammar knowledge re-organizes itself in response to new discoveries
Discovery processes
include induction where learners are given some language data (such as examples of the target grammar item in context) and are then
We must try to incorporate into our model texts as much wit, metaphor, humour, fancy, absurdity and other imaginative devices as possible.
Example: When teaching the genitive s a sentence like Martin Luther Kings I want to be the white mans brother not his brother-in-law. will be more remembered
Forcing learners to speak before they are ready may interfere with the mental processes involved in reconstructing their internal mental grammar.
Be prepared to set an example yourself-that is, dont ask learners to do things you wouldnt or wont do Allow the learners the relative privacy of pair and group work before asking them to personalize to the whole class Allow learner the right to pass if there are things they dont want to talk about Dont correct the learners language errors without providing on feedback on what they have said or written. Eg, That must have been exciting! By the way we say I felt nervous, not I fell nervous." And always correct with discretion and sensitivity
a)
b) c)
Generally warming everyone up and getting them to work in foreign language Developing awareness of and interests in the topic you are going to work with Bringing known words back to mind and teaching new ones (brainstorming)
Shows the written form of the target structure Clarifies its meaning, use, function You can dictate it, read it on OHP or a handout
Process of eliciting from the students as accurately as possible the text presented to them earlier It can be done in spoken or written form
Text Creation
Students create the text within the model they have been working with. Supply them with bilingual dictionary. Written form or orally presented texts (written form allows greater focus on accuracy)