Our Connections to Theory.
Why teach grammar explicitly?
It is a myth to think that L2 grammar is acquired completely naturally without the need for instruction. Some learners may have an easier time picking up on grammar, but this is not true for all young learners. Evidence has shown that mainstream classroom teachers often do not see grammar as something to be taught explicitly, and just as with academic terms and vocabulary ELL students are expected to pick this information up by simply absorbing it from the immersive situation in which they are educated. BICS (basic interpersonal skills) are not indicators of a student’s language awareness, rather an ability to communicate needs and interact with other English speakers. In order to best serve our students it is important to begin teaching grammar at a young age, to foster language awareness and provide skills to help students maneuver through both their academic and social L2 worlds.
Nassaji &Fotos (2004) cite a study by Norris & Ortega, which concluded that, “ explicit instruction (presenting the structure, describing and exemplifying it and giving rules for its use) results in substantial gains in the learning of target structures, in comparison to implicit instruction (usually consisting of communicative exposure to the target form) alone, and that these gains are durable over time”(p.129). This is furthered in metaphor by Lightbrown, as explained in Ellis (2006), “grammar instruction facilitates learning by providing learners with “hooks” which they can grab on to. The idea of this metaphor is that a conscious understanding of how grammatical features work facilitates the kind of processing (e.g. attention to linguistic form) required for developing true competence”(p.90).
Nassaji &Fotos (2004) cite a study by Norris & Ortega, which concluded that, “ explicit instruction (presenting the structure, describing and exemplifying it and giving rules for its use) results in substantial gains in the learning of target structures, in comparison to implicit instruction (usually consisting of communicative exposure to the target form) alone, and that these gains are durable over time”(p.129). This is furthered in metaphor by Lightbrown, as explained in Ellis (2006), “grammar instruction facilitates learning by providing learners with “hooks” which they can grab on to. The idea of this metaphor is that a conscious understanding of how grammatical features work facilitates the kind of processing (e.g. attention to linguistic form) required for developing true competence”(p.90).
How do we teach grammar effectively?
In grammar instruction it is often easiest to describe what not to do. As teachers we are a product of our own learning experiences. Grammar translation, audio-lingual drills and worksheets are far from engaging and do little to influence consolidation or future application of target structures in a communicative context. Nassaji & Fotos (2004) put forth three excellent criteria we used to create this lesson plan which are “essential conditions for acquisitions of grammatical forms, (1) learner noticing and continued awareness of target forms, (2) repeated meaning-focused exposure to input containing them, and (3) opportunities for output and practice”(p.137).
The idea of ‘noticing’ is key, especially in working with young learners. In a vast sea of language youngsters do in fact need focused attention and opportunities to explore and discover for themselves all aspects of their L2. ‘Noticing’ can be described as “the registration [detection] of the occurrence of a stimulus event in conscious awareness and subsequent storage in long term memory”(Schmidt as cited in Svalberg, 2007 p. 289). Our lesson plan has provided opportunities for students to notice in both student teacher interactions, as well as peer work. These very different opportunities add up to more chances for noticing to take place.
Repeated meaning-focused exposure as well as opportunities for output and practice are found through the varying task based activities we have provided;
· Simon Says! (Assessing prior knowledge and noticing)
· Teach the preposition vocabulary (Explicit teaching and noticing)
· Practice the prepositions (Building Awareness)
· Play "Where Is/ Where Are" (Practice)
· Song (Practice) Prepositions Listening worksheet (Practice)
· Book connection (Noticing and Awareness)
· Play "Prepositions Pictionary" (Application)
The aim of this grammar practice is as Ellis (2006) quotes Ur, “is to get students to learn the structures so thoroughly that they will be able to produce them correctly on their own”(p. 93). As students will have opportunities to ‘notice’ and apply this target structure in their regular classrooms as well, a great deal of practice in pull-out class will provide time to become comfortable with using them in a safe environment.
The idea of ‘noticing’ is key, especially in working with young learners. In a vast sea of language youngsters do in fact need focused attention and opportunities to explore and discover for themselves all aspects of their L2. ‘Noticing’ can be described as “the registration [detection] of the occurrence of a stimulus event in conscious awareness and subsequent storage in long term memory”(Schmidt as cited in Svalberg, 2007 p. 289). Our lesson plan has provided opportunities for students to notice in both student teacher interactions, as well as peer work. These very different opportunities add up to more chances for noticing to take place.
Repeated meaning-focused exposure as well as opportunities for output and practice are found through the varying task based activities we have provided;
· Simon Says! (Assessing prior knowledge and noticing)
· Teach the preposition vocabulary (Explicit teaching and noticing)
· Practice the prepositions (Building Awareness)
· Play "Where Is/ Where Are" (Practice)
· Song (Practice) Prepositions Listening worksheet (Practice)
· Book connection (Noticing and Awareness)
· Play "Prepositions Pictionary" (Application)
The aim of this grammar practice is as Ellis (2006) quotes Ur, “is to get students to learn the structures so thoroughly that they will be able to produce them correctly on their own”(p. 93). As students will have opportunities to ‘notice’ and apply this target structure in their regular classrooms as well, a great deal of practice in pull-out class will provide time to become comfortable with using them in a safe environment.
What about the feedback and peer interaction?
We created this CLT based lesson plan for a diverse group of learners, in this our tasks give students the chance to learn for themselves but it provides many opportunities to learn from their peers as well as their teacher. CLT does not exclude explicit instruction or feedback. Corrective feedback is an important part of learning grammar. Clarification requests, recasts, and conformation checks are all tools we can use to help students think about and monitor their grammar. Ferris on the methods best used for feedback (2004), “ In the majority of instances, teachers should provide indirect feedback that engages students in cognitive-problem solving as they attempt to self-edit based upon the feedback they have received”(p.60).
In peer centered task activities it has been shown that metalanguage is an important aspect of internalizing information. Swain (2005) states, “using language to reflect on language produced by others or the self, mediates second language learning"(p.296). By working in groups toward a common goal (completion of a task or set of exercises) students can both look at how they and others relate to the target structure. It might be argued that a grade 2 student is incapable of such a feat but it is only through explicit instruction and metalanguage about such targets that we help students build experiences that will enable them to grow linguistically.
As we are working with very young children the methods in which such feedback is given would be achieved through scaffolding, to ensure students treat each other with respect and consideration. Peer to peer CF does have an immense set of possibilities which under the correct teacher guidance, “learners could assist each other for language development and, at the same time, they may develop a more comprehensive idea of their own L2 knowledge”(Sato & Ballinger, 2012, p.160).
In peer centered task activities it has been shown that metalanguage is an important aspect of internalizing information. Swain (2005) states, “using language to reflect on language produced by others or the self, mediates second language learning"(p.296). By working in groups toward a common goal (completion of a task or set of exercises) students can both look at how they and others relate to the target structure. It might be argued that a grade 2 student is incapable of such a feat but it is only through explicit instruction and metalanguage about such targets that we help students build experiences that will enable them to grow linguistically.
As we are working with very young children the methods in which such feedback is given would be achieved through scaffolding, to ensure students treat each other with respect and consideration. Peer to peer CF does have an immense set of possibilities which under the correct teacher guidance, “learners could assist each other for language development and, at the same time, they may develop a more comprehensive idea of their own L2 knowledge”(Sato & Ballinger, 2012, p.160).