WEEK 1

COVERT & OVERT

APPROACHES IN
TEACHING GRAMMAR

PRESENTED BY:
NURUL NABIHAH NASIR
NUR FITRAHANA
MUHAMMAD FAIZUL RIDZUAN
COVERT AND OVERT
APPROACHES
 COVERT AND Overt APPROACHES IN
TEACHING GRAMMAR
COVERT GRAMMAR
TEACHING
• Teacher gets pupils involved
in using the structure
without drawing their
attention to grammatical
rules.
• Students attention is
focused on the activity and
not the grammar rules but
they have ample opportunity
to practice the quest form.
• Example activities : Singing,
storytelling and poem
recitation
OVERT GRAMMAR
TEACHING
• Teacher explicitly explains the
rules when presenting the
new lang.
• 2 options are available :
a) Deductive approach -
teacher presents the
rule/pattern/generalization
and goes to the practices.
b) Inductive
approach/discovery
method - Students are first
given a numb of simple
sentences (contain target
forms), then teacher guides
the rules.
DEDUCTIVE
APPROACH
(RULE-DRIVEN
LEARNING)

Starts with the

presentation of a rule
and is followed by
examples in which
the rule is applied.
EXAMPLE OF DEDUCTIVE APPROACH

SUBJECT AND OBJECT PRONOUNS

The subject is the person or thing doing the action:
I left early
She went home Examples of rule
We said goodbye

The object is the person or thing receiving the action:

She telephoned me
I hit him Examples of rule
We saw her
 ADVANTAGES
It gets straight to the point and can
therefore be time saving. Allow more
time on practices and application.
DISADVANTAGES
Starting the lesson with a grammar
presentation may be off putting for
some students. (do not have
sufficient metalanguage- language
used to talk about grammar
terminology)

Acknowledges the role of cognitive Students do not have much

processes in language acquisition. opportunity to get involve (teacher-
centered)

Confirms students’ expectations Explanation is seldom memorable.

about classroom learning particularly
for students with analytical learning
style.

Allows teacher to deal with language Encourages belief that learning a

points as they come up, rather than language is simply a case of knowing
having to prepare for them in the rules.
advance.
 Students are given a
sample and the teacher
guides them in discovering
the grammar rules used in
the sample.
 ADVANTAGES DISADVANTAGES
Make the rules more meaningful, May mislead students that the rule is
memorable and serviceable. the objective instead of the meaning.

Mental effort involved ensures a greater Time consuming

degree of cognitive depth (greater
memorability)

Students are actively involved. Students may hypothesis wrong rule

An approach which favours pattern Place heavy demands on teachers in

recognition and problem solving planning a lesson.
abilities.

Extra language practice (if problem Frustrates students who prefer simply to
solving is done collaboratively) be told the rules.

Self reliance.