21. Grammar Teaching Theme Home Teaching Theme Units Language Arts Based Teaching Theme Units Grammar Grammar Theme. Writing Ideas That Worked! http://www.teach-nology.com/themes/lang_arts/grammar/

Curriculum Lesson Plans Organizers Rubrics ... Supreme Grammar Theme Writing Ideas That Worked! Clip Art, Images, Photos Awesome Clipart for Kids DisneyClipart Kids Domain - Clipart Susan's Free Animations ... TMBFree Resource Materials Capitalization and Basic Punctuation Synonyms and Antonyms Workbook Writing Starters: Beginning Level Writing Starters: Narrative ... Writing Starters: Personal Narrative Downloads Grammar Expert Plus Grammar Slammer Word Pilot 2000 Sites For Background Information Good Grammar, Good Style Grammar Lady Online Rules of English Grammar Hands On Activities Classroom Theater Memory Work, Drill, and Review 'Invent A Holiday' Types of grammar activities Web Quests Dare to Make A Difference Web-Quest Setting and Harry Potter Shipwreck Island Adventure World of Pigs Interactive Sites For Students 2-Bee or Not-too-bee Beginner's Tense Tests English Saves The Day Grammar Gorillas ... Interactive Quizzes Worksheets

22. TKI - Professional Reading: Options In Grammar Teaching [ESOL Online] Recent research says grammar teaching works in some situations. Notegrammar teaching typically involves clusters of options. http://www.tki.org.nz/r/esol/esolonline/teachers/prof_read/rod_ellis_e.php

ESOL Online Home Professional Reading Effective Instructional Practices (Secondary) Professional Reading Options in Grammar Teaching Recent research says grammar teaching works - in some situations. The challenge is to design lessons that affect language acquisition. Explicit knowledge (knowledge about language) is easier to teach. It is useful because it facilitates the intake and development of implicit language. However, it does not convert directly to implicit knowledge because the parts of the brain that store explicit and implicit knowledge are totally different. Explicit knowledge helps you to monitor language output, especially in writing - helps you to edit, for example. Implicit knowledge is automatic and easily accessed, and needs to be developed to build communicative skills. Increasingly, implicit knowledge is seen as a complex network of neural connections that store chunks of language. Production that is based on implicit knowledge can give the appearance of being rule-like but this does not mean that this type of knowledge actually consists of stored rules. As teachers we need to provide texts ( structured input ) that frequently practise the target forms, that make clear the meaning of the target forms and where understanding the target forms is essential for understanding the whole text. At this stage the learners don't need to produce the target structures. Teachers can use either input flooding or interpretation tasks where students must process the information.

23. New Perspectives On Grammar Teaching In Second Language Classrooms In Teaching Grammar in Writing Classes Tenses and Cohesion, Eli Hinkel offersan excerpt from a newspaper article in which the writer moves among an http://www-writing.berkeley.edu/TESL-EJ/ej21/r9.html

Vol. 6. No. 1 R-1 June 2002 Return to Table of Contents Return to Main Page New Perspectives on Grammar Teaching in Second Language Classrooms Mahwah, New Jersey: Lawrence Erlbaum Associates ISBN 0-8058-3955-0 Pp. 288 US $29.95 (paper) Our ESL department has been recently trying to write new/revised course objectives for its three grammar elective classes. What we initially thought to be a routine task turned into an extended and often spirited debate about the role of grammar in ESL programs, what sorts of structures should/should not be taught at certain levels, why students can't seem to use grammar effectively in writing even when they've studied it very diligently, why so few grammar books provide enough contextualized analysis of "real usage" in spoken and written discourse, etc. New Perspectives on Grammar Teaching in Second Language Classrooms is a welcome addition to the ongoing discussion of how to best teach grammar in ESL/EFL contexts. The anthology is divided into three sections: the role of grammar in language teaching, specific practices in the grammar classroom and some current research on grammar structures. The authors, including such well-known lights in the field as Jack Richards, Sandra Fotos, Diane Larsen-Freeman, Peter Master, come from a range of perspectives and backgrounds, reinforcing the variety of teaching theory and practice in play today. A common theme throughout is the importance of second language acquisition research on how grammar is perceived and taught. The traditional notion of grammar as some idealized set of principles to master contradicts a more organic, language-as-unique-human-behavior view where the "givenness" of grammar how it is actually used in spoken and written discourse should take precedence over the "logic" of grammar with its emphasis on isolated rules, definitions, hierarchies and strictures. Another idea with strong currency here is the role of the learner in second language grammar acquisition and how he gains awareness of usage through self-analysis, positive feedback, contextualized practice and what Rod Ellis ("Methodological Options in Grammar Teaching Materials") refers to as the learner's "inbuilt syllabus."

24. Grammar - Grammar Teaching The Assembly for the Teaching of English Grammar A national forum for discussingthe teaching of grammar which includes tips, http://www.grammar-teacher.com/grammarteaching/

Grammar Grammar Newsletter Archives Grammar Links Advanced Grammar ... Yacc Grammar Grammar Teaching Learn English as a Second Language Learning tips and advice for learning or improving grammar, speaking, and vocabulary. Also learning games and a free newsletter. Requires Flash. Focus on Form in Task-Based Language Teaching Detailed article on this aspect of TBLT, by David H. Long. Principles of L2 Teaching Methods and Approaches A concise description of major methods that have featured in the history of language teaching. Modern English Grammar :: HyperTextBook Modern English Grammar from the Daniel Kies and the College of DuPage. C. Gabrielatos: ELT, Applied Linguistics, Language Teacher ... Teacher offers articles and materials on ELT, applied linguistics and language teacher education as well as other personalized services. An online spelling and grammar checker for both teachers and ... Includes a grammar and spell checker, as well as resources about verb tense, adverbs, and other parts of speech. Learn English on English Grammar Online 4U - exercises ... Learn English online - free exercises, grammar explanations, games and teaching materials.

25. Grammar, Grammars And Intuitions In ELT [corpora, Language Description, Teaching Materials Evaluation and Adaptation A case study of grammar teaching. —.Teaching About Language Grammar Nature and teaching (teacher education tasks) http://www.gabrielatos.com/Grammar-Intuitions.htm

This page has been formatted for online reading and may not print properly. Click here for the print-friendly PDF format Index of articles and materials Related Articles Minding Our Ps: A framework for grammar teaching Corpora and Language Teaching: Just a fling, or wedding bells? Teaching the Expression of Time: A concise framework Materials Evaluation and Adaptation: A case study of grammar teaching ... My Methodology Related Materials Grammar: Nature and teaching (teacher education tasks) This is a response to Richard Bradford's article ‘Grammar is by Statisticians, Language is by Humans’, IATEFL Issues 167, p. 13, June 2002 ( http://www.tefl-china.net/ca23178.htm ). It was published in IATEFL Issues 170, December 2002, pp. 2-3. Cite as: Gabrielatos, C. (2002). Grammar, grammars and intuitions in ELT. IATEFL Issues Grammar, Grammars and Intuitions in ELT A second opinion Costas Gabrielatos Richard Bradford ( IATEFL Issues ) criticises the treatment of grammar in ELT materials and invites the ELT community to do something about the situation. He implies that we should stop using any grammar-related books, because they are riddled with terminology, and their content has little to do with what he terms “humanistic”, “free-range”, “standard” English. Although his assessment of ELT materials is valid to a large extent, the implications of some of his arguments and solutions invite scepticism. He seems to argue that grammarians are neither (human) language users, nor in touch with reality, to conflate the ‘what’ of grammar teaching with the ‘how’, to advocate reliance on native speaker intuitions, to equate ‘native speaker’ with ‘(good) language teacher’, and to treat grammar books as a uniform category.

26. The Effect Of Grammar Teaching (syntax) In English On 5 To 16 Year Olds' Accurac Of the 28 studies that reported on sentencelevel grammar teaching, This isnot to say that the teaching of such grammar might not be of value in itself http://eppi.ioe.ac.uk/EPPIWeb/home.aspx?page=/reel/review_groups/english/review_

27. How We Teach Grammar - Hestor Lott - Marshall Cavendish ELT Hestor Lott s article on suggestions for how we teach grammar featured in theMarch 2005 issue No wonder grammar teaching is perceived as frightening! http://www.mcelt.co.uk/authors/articles/hestor_lott-how_we_teach_grammar.asp

What's New Catalogue Authors Conferences ... Contact Us Hestor Lott's article on suggestions for how we teach grammar featured in the March 2005 issue of English Teaching Professional. How we teach grammar A third way Hester Lott abandons the top and the bottom and steps firmly down a middle path. Teaching grammar can be tricky. For many otherwise competent EFL practitioners, it is scary. Few teachers actually like grammar, or enjoy teaching it as they enjoy teaching the other 'skills'. I would suggest there are two reasons for this, one of which relates to the particular history of teachers educated in the UK. The other (and the one which concerns me here as I think it is likely to be more relevant to readers of ETp) lies, I come to believe, in the way grammar is traditionally regarded by grammarians. Grammar and grammarians In contrast with other aspects of language, grammar is commonly treated in a scientistic way. By this I mean that it is treated as if it consists of a set of rules, based on abstract concepts, which must be learnt in the abstract and mechanically applied. As teachers, we first need to learn the terminology (e.g. adverb, aspect, conjunction, auxiliary

28. Grammar If there is little evidence that formal grammar teaching of syntax works, A national drive to teach grammar to teachers will be launched in autumn 2000 http://www.literacytrust.org.uk/Database/grammar.html

www.literacytrust.org.uk Building a literate nation Schools Main Menu NLT home Site A-Z What's new Resources ... Contact us NLT initiatives National Reading Campaign Reading Connects Reading Champions The Vital Link ... Reading Is Fundamental, UK Grammar "Grammar is what gives sense to language .... sentences make words yield up their meaning. Sentences actively create sense in language. And the business of the study of sentences is grammar." Professor David Crystal News update Teachers struggle with grammar Pupils' grammar lessons "a waste of time" Exams should penalise poor grammar Sloppy spelling and grammar outrage in A-level examiners ... Spoken language to have own grammar (December 2001) Primary trainees "scared of grammar" Writing 'beacons' to spread the word Teachers to be given crash course in grammar Keep up-to-date with what's new subscribe to NLT News , our free email newsletter.

29. Linguistics Association Of Great Britain Now grammar teaching has been reinstated as an essential component of languageteaching For a brief review of the implications for teaching grammar at http://www.lagb.org/a1/a1c.htm

Linguistics at school Last updated 7th January 2002. Handout for a discussion led by Dick Hudson at the September 1998 meeting of the Linguistics Association of Great Britain, and subsequently updated. The LAGB has reacted to these developments by creating an Education Committee 1 Background to language teaching in UK schools 1.1 L1 English the death of traditional grammar in English in most schools. `Should traditional grammar be ended or mended?' (Chomsky: Educational Review 1969 - pro mending). Now: `The overwhelming majority of teachers in the UK concede that attention to grammar and to the forms of language has been neglected.' (Carter 1996) Worse still, most teachers know very little about language structure. Positive developments: Official acceptance of non-standard dialects and dialect vs accent. General acceptance of linguistics as important (but hard!). Language Awareness (and the Association for Language Awareness ) - acceptance of need for KAL (Knowledge About Language) and small-scale experiments in teaching it. `Oracy' - acceptance of spoken language as important.

30. Impact Grammar: Becoming Grammatical One is to abandon grammar teaching. This is what Krashen (1982) recommends.He suggests that teaching grammar results in learned knowledge, which is only http://www.impactseries.com/grammar/becoming.html

BECOMING GRAMMATICAL by Rod Ellis Rod Ellis is currently a professor at the Institute of English Language Teaching and Learning, University of Auckland, New Zealand. He is also the director of the Institute. Previously, he taught at Temple University in Japan and Philadelphia. He has also worked in Spain, England and Zambia. He has written several books about second language acquisition and has also published a number of ESL and EFL textbooks that are used widely throughout the world, including the Impact series. All teachers experience epiphanies moments during their teaching when they have sudden flashes of insight. I recall quite vividly an epiphany experienced many years ago while teaching in a secondary school in Zambia. I was trying to eliminate a common grammatical error - the use of the present progressive tense with verbs such as "have" (e.g. "I am having a headache"). I carefully and thoroughly drilled the students in the correct use of "have." The lesson went well, so I thought, and the students successfully used "have" correctly. Then I set the class a written exercise and noticed one student at the back doing nothing. When I asked him why he was not writing he promptly replied, "I am not having my exercise book." So much for my grammar lesson! At that moment I became aware of the gap that exists between teaching and learning grammar. What then should a teacher do? There are two possible courses of action. One is to abandon grammar teaching. This is what Krashen (1982) recommends. He suggests that teaching grammar results in "learned" knowledge, which is only available for monitoring utterances that learners produce using their "acquired" knowledge, and, as such, is of very limited value. Krashen recommends instead that teachers concentrate on providing lots of comprehensible input so that learners can "acquire" a second language naturally like children acquiring their mother tongue.

31. Articles On Humanism In The Classroom For Teachers And Trainers STREETWISE GRAMMAR A CASE FOR PRAGMATIC grammar teachING grammar teachersdo not know which way to turn these days on the one hand, grammar is http://www.hltmag.co.uk/nov04/sart02.htm

CONTENTS EDITORIAL MAJOR ARTICLES JOKES ... BOOK PREVIEW Would you like to receive publication updates from HLT? Join our free mailing list SHORT ARTICLES STREETWISE GRAMMAR - A CASE FOR PRAGMATIC GRAMMAR TEACHING Raf Erzeel, Lessius Hogeschool, Antwerp, Belgium Indulge me while I start off with a comparison. A language, in my opinion, is much like a bustling city - very much alive with its permanent inhabitants (its natives), but also with occasional visitors. The city changes its appearance slowly over the years, but will always be recognisably the same, and it is the natives who will be hard put to actually notice the way in which the city is changing. They might notice particular changes - and maybe oppose those vehemently - and mourn the loss of particular buildings or the drastic renovation of others, but only very few of them will have a complete overview of the overall change and its purpose (or lack of it). Occasional visitors, though, will cry out 'How much everything has changed since my last visit', and will be able to describe the change in more general terms. It seems clear to me that what we need to offer our learners is much more than just grammar, and certainly more than just grammatical theory. The map of a city as such will only interest very few, and the question is whether that kind of interest is healthy in the first place. Learners need much more information about the city/language, so that they can combine that information with the abstract information of the map/grammar. When they are shown how to put things on the map, they might actually see the sense of the map itself, and begin to consider the map a handy tool - which is exactly what it is, from a tourist's /language user's point of view. But more than this, we need to bring our learners into contact with the real language as it is spoken and written in its native city - we need to go on a field trip to the city.

32. Pedagogical Grammar 2003 grammar teaching in Teacher Education with Dilin Liu. (Alexandria, VATESOL), vi + 1984a To teach or not to teach grammar, CATESOL News 16,112. http://www2.sjsu.edu/faculty/pmaster/RESEARCHpedgram.html

Pedagogical Grammar Peter Master PUBLICATIONS Books Grammar Teaching in Teacher Education with Dilin Liu. (Alexandria, VA: TESOL), vi + 183 pp. Systems in English Grammar: An Introduction for Language Teachers (Englewood Cliffs, NJ: Prentice Hall Regents), viii + 488 pp. Chapters The power of context in language teaching and learning Grammar teaching in teacher education (pp. 137-149). Alexandria, VA: TESOL. 2001 Inanimate subjects with active verbs in scientific research articles. In Hewings, M (Ed.). Academic writing in context: Implications and applications. Papers in honour of Tony Dudley-Evans (pp. 169-181). Birmingham, UK: The University of Birmingham Press. 2000 Grammar in Content-Based Instruction. In Kasper, L. (Ed.) Content-Based College ESL Instruction . Mahwah, NJ: Erlbaum. New Ways in English for Specific Purposes (pp. 253-254). (Alexandria, VA: TESOL). 1995 Consciousness raising and article pedagogy. In Belcher, D. and Braine, G. (Eds.) Academic Writing in a Second Language: Essays on Research and Pedagogy (Norwood, N.J.: Ablex Publishing Co), pp. 183-204. New Ways in Teaching Grammar (Alexandria, VA: TESOL, Inc.), pp. 104-5 and 122-23.

33. “Teaching Grammar In An ESL Classroom” Some theorists believe that overt grammar teaching should not be implemented in an With the week of grammar teaching, testing, and student and personal http://www.learningfrompractice.org/paarn/monos99/shenk99.htm

Action Research Monograph Pennsylvania Action Research Network [PAARN] Monograph Title: Teaching Grammar in an ESL Classroom Action Researcher’s Name: Timothy Shenk For further project information please contact: The Pennsylvania Action Research Network Dr. Gary William Kuhne , Director P.O. Box 189, North East, PA Email: gwk1@psu.edu Or go to the Learning From Practice Website at: www.learningfrompractice.org A Section 353 Project of the Pennsylvania Department of Education, Bureau of Adult Basic and Literacy Education This monograph is a result of a Learning From Practice project developed by the Pennsylvania State University and Stairways, Inc. under support from the U.S. Department of Education, through the Pennsylvania Department of Education, Bureau of Adult Basic and Literacy Education; however, the opinions expressed herein do not necessarily reflect the position or policies of the U.S. Department of Education or the Pennsylvania Department of Education, and no official endorsement is inferred “Teaching Grammar in an ESL Classroom” Practitioner-Researcher: Timothy Shenk A 1998-99 PAARN Monograph ABSTRACT This paper examines the teaching of grammar in an English as a Second Language (ESL) classroom. The idea for this research project stemmed from my observation that many times ESL students don’t seem to adequately learn the grammar taught in class. Some theorists believe that overt grammar teaching should not be implemented in an ESL classroom; instead, teachers should focus on communicative activities. Both my personal observations and the information I had read concerning overt grammar teaching made me curious about how much grammar my ESL students were retaining after a period of instruction.

34. Unitec-Short Courses (Language Teaching) Grammar Awareness for Language Teachers (Advanced) grammar teaching Techniquesfor Language Teachers grammar teaching Techniques for Language Teachers http://www.unitec.ac.nz/index.cfm?736C5DC6-BFAC-469C-95EE-6A5EA26E8443

35. Grammar Teaching Others argue that formal grammar teaching is crudely authoritarian, One ofthe recurring arguments against formal grammar teaching is that http://geoffbarton.co.uk/files/english/grammar_teaching.htm

Today is: Some people have only to hear the word 'grammar' and a lost world is evoked of bright red telephone boxes, village cricket and obedient children with scrubbed cheeks. Others argue that formal grammar teaching is crudely authoritarian, renders our students passive victims, and anyway makes no difference to their writing ability. This is usually as far as the grammar debate gets - a stagnant and unwholesome blend of nostalgia, prejudice and myth. It also inevitably unleashes a set of unhappy polarisations - structure versus creative writing; teacher control versus student-centredness; correctness versus appropriateness. An example. One of the recurring arguments against formal grammar teaching is that decontextualised exercises do not work. The Bullock Report of 1975 lambasted grammar drills like these: Change all words of masculine gender to feminine gender in "Mr Parker's father-in-law was a bus conductor"; and: add the missing word in "As hungry as a....", "As flat as a...". It is an easy target. But who said grammar teaching had to be like that? Why assume that developing students' explicit knowledge of grammar can only be accomplished by resurrecting exercises from long-buried textbooks?

36. Teacher Discussion Forums :: View Topic - Dilemmatic Grammar Is the argument that grammar teaching right now is not effective if it is basedon inferior definitions? I focus on meaning when I teach and I have great http://www.eslcafe.com/forums/teacher/viewtopic.php?t=3319

37. Grammar And most classroom teachers remain confused. Should we teach grammar? I willaddress the history of grammar teaching when discussing Applied Grammar, http://www.npatterson.net/grammar.html

The Role of Grammar in the Language Arts Curriculum Nancy G. Patterson (This essay is the answer to one of the questions in my first comprehensive examination, taken in the spring of 1998, as part of my PhD program in English at Michigan State University.) They’ve been called the Grammar Wars—the debate among classroom teachers over the issue of grammar. The “wars” are a recurrent thread on English education list servs and the topic of whole issues of professional journals. Indeed, Connors (1985) and Daniels (1983) both agreed that this debate has been going on for years. And fifteen after these articles were published, the debate continues. Newer voices are joining the fray—Martha Kolln, Rei Noguchi, Patrick Hartwell. And most classroom teachers remain confused. Should we teach grammar? Should we ignore? But the question and its answer is far more complicated than many teachers realize and those simple questions indicate. In this paper I will divide grammar into two separate categories, Theoretical and Applied, and discuss each of them separately. I will address the history of grammar teaching when discussing Applied Grammar, and I will then offer a critique of the carious theories regarding Applied Grammar and the issues related to it. The origin of the word grammar can be traced to the Greek gramma, or letter, as in an alphabetic letter. This is a development of the word graphein which means to draw or write. The plural form of the word is grammata which evolved at one point to mean the rudiments of writing, and eventually to mean the rudiments of learning. Eventually the adjective form of the word, grammatike, was combined with techne and meant the “art of knowing one’s letters”(Dykema 23).

38. DELTA Online Resources The same scepticism for the value of headon grammar teaching is taken up in a So, if grammar teaching doesn t cause language learning, what does? http://www.ihes.com/bcn/tt/delta/resources/resources_5.html

Home Course Index TEFL Courses CELTA CELTYL CELT YL Extension DELTA Management Director of Studies ELT Management Short courses Trainer Training Business English Language Analysis The Internet in ELT ... IH Workshops Made-to-measure Teacher training General Information About IH Accommodation Barcelona The Centre ... Why IH Barcelona? Registration How to register How to pay Enquiries Learn Spanish Spanish courses Online courses Translation Courses In Barcelona Distance DELTA Resources 5 IS THERE LIFE AFTER GRAMMAR?

39. Converse - The Literature Site - Talk About Books And Poetry With Other A-level Yes, I think it would be a great idea to teach more grammar from an early When I was at primary school we had a grammar teacher who visited the school http://cw.caret.cam.ac.uk/converse/anon/communities/Books!/thread710149050064390

Primary A-level Degrees / Careers Forums ... Search You are not logged in. You need to be logged in to post messages, start threads and change notification preferences. View all forums Return to forum campaign for more grammar teaching! If you want to receive an email when anyone replies to this topic, click the 'Notify' button. If you're receiving too many emails, click the 'Denotify' button. Posted by Mog on 31-Jan-2005 18:20:05 following on from the Latin thread - who here thinks there should be more grammar taught in schools? Everyone seems not to have enough teaching of formal grammar in English - or is it different for people who are doing English Language AS / A2? Posted by Nicola on 02-Feb-2005 11:53:03 I don't know how but I seem to have acquired a relatively good knowledge of grammar over the years, to the extent that, although I'm not doing English language AS I find the work they're doing easier than they seem to. My mum's a foreign language teacher so that could have something to do with it. Yes, I think it would be a great idea to teach more grammar from an early age; it would make teaching a different language infinitely easier as well - you wouldn't have to explain what the perfect, imperfect tense etc. are before you even start on the foreign language part. Posted by Harriet Truscott (Administrator) on 08-Feb-2005 17:01:48 my mum's a foreign language teacher too - does yours love doing funny accents in the street? (mine does, very embarassing!)

40. Teaching Ideas & Resources - TES - The Times Educational Supplement Teaching children grammar has virtually no effect on the quality or accuracy of The effect of grammar teaching (syntax) in English on 5 to 16year-olds http://www.tes.co.uk/search/story/?story_id=2033580

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