Teaching both grammar and vocabulary in a communicative classroom

After learning grammar and vocabulary separately I have been able to conclude teaching my students grammar and vocabulary together in a context is easier. As we have noticed in the previous modules, language teachers will find elements which are mandatory to teach; at the first stages students have a similar need, which means similar grammatical and vocabulary knowledge, therefore it is easy to know what grammar structures and vocabulary learners may need and their corresponding contexts. Planning the course based on learners’ needs may guarantee correspondence among grammar, vocabulary and context. A communicative classroom reflects this relationship and provides learners enough practice and the techniques that will help them learn on their own.

Teaching grammar could be difficult and sometimes boring but it is definitely indispensable, the teacher’s responsibility consists on demonstrating students that every piece of grammar or vocabulary presented in the lesson makes always sense.

Presenting Grammar

I consider teaching by rules and teaching by examples are both effective and interesting strategies nevertheless -according to my teaching experience- the ways teachers choose to present and develop grammar in their lessons depend on learners. Some learners prefer the rules and expect grammar explanations at the beginning of the lessons just before they have to put them into practice, these students express their needs to have the grammar points clear and explicit in order to be able to communication, some think they may be more comfortable when the teacher presents grammar deductively. I agree with Thornbury when this author suggests Teaching by rules must be framed by good grammar rules otherwise the learners will be confused, anxious and lost, I would say using bad rules could be dangerous, I have noticed learners’ errors are caused by inappropriate rules which are sometimes difficult to correct.

On the other hand teaching by examples provides opportunities to practice in different contexts. I think this strategy offers more ways to perform contextualized tasks with clear purposes. Since the form is not the center the teacher and learners focus their attention on meaningful communication, I feel comfortable and satisfied when students show their understanding through exploration and then discovering the grammar point.

Module 4

The way teachers develop their lesson plans, approach the learning of grammar in class and use the language will determine the learner’s level of concentration, interest, and comfort. Teachers should be creative and resourceful to catch and keep students’ attention; I have noticed learners enjoy lessons when teachers use attractive materials, different sources of information and a variety of technology.

Additionally when instructors have supportive language and provide a safe atmosphere, affective factors are kept in mind and this fact may reduce the fear of failure and anxiety; on the other hand having clear objectives will structure the lessons, each step will be consolidated and as a result the goals will be accomplished and the corresponding assessment will be easier.

Feedback is effective when teachers guide and inform their learners about their performance immediately and permanently, contributing with personal and close communication makes learners feel considered and well directed.

Why do we teach grammar?

Why do we teach grammar?

Throughout my professional experience I have noticed teachers provide different reasons according to their own perceptions and background towards language learning. Based on their personal and professional practice some are extremely systematic and demanding regarding grammar instruction, others on the contrary are more flexible and adaptable. No matter what the situation is I consider ESL teachers should have several reasons and ways to support their procedures, theory is important but through actual results teachers go beyond and make learners believe in the effectiveness of being familiar with grammar.

I remember my English classes at school, although the lessons were most of the time grammar instruction, were not contextualized and the teacher did not explain the purpose of the lessons clearly I like learning English, I though learning grammar structures had to be useful, a key element to structure this language in my mind,  the teacher did not provide enough feedback, the lessons were boring but, I think now, as teachers we eventually have to teach some rules or patterns which may be seen boring or difficult by students, but we have to, I would focus my attention on my learners’ understanding more than their pleasure, of course I would do my best to make the lessons nice, but my goal is their comprehension, I do not want to have a nice class full of questions and few answers or no feedback, having fun while learning is good but having feedback is essential and must be mandatory.  

Based on the scenario given, I would ask my learner how she would learn English without grammar (she could have great ideas), then I would say to her that individuals have different ways to learn and she may not find the purpose of the grammar lessons at the beginning but in the process she will find the tasks functional. I also say grammar is a means to a closing stage which is the communicative competence, so the objective of these lessons is to make her competent enough to apply these tools in an autonomous way in different contexts (not only the ones she studied). Finally my role as a teacher is to be a guide to help her understand and develop skills, even when she is not having fun she can learn. After this conversation I might revise and adjust my grammar tasks, I would try to improve them by making them more interesting and attractive, and definitely I would keep in mind her recommendations.  

Module 8

Learning objectives have a relevant role in planning instruction. They determine the structure of the lessons, I consider essential to have a frame to carry out the classes, it provides organization and optimizes teachers’ and learners’ time which makes possible the development of different learning processes. Establishing learning objectives not only helps teachers to plan and design the tasks and their corresponding procedures, but also facilitates the learners’ understanding to build up their language skills.

When learning objectives are acknowledged, teachers and students may be sure they are covering what it is necessary for the program and accomplishing what the learners need. The way a lesson starts with clear objectives reflects the teachers’ decisions to direct the variety of factors in a course development. When learners know what the objectives are they get involved easily, aspects such as description of goals, talking about what students are expected to do in a lesson, having students read or discuss about the aims for the lessons may guarantee motivation, more learners’ satisfaction and participation because they may wish certain tasks more than others, some of them may prefer or require more practice in speaking skills than writing skills (it depends on the students needs) etc.

Module 6

Teaching a foreign language
makes mandatory the domain of assessing communicative skills’ progress. Instructors
have to be aware of the characteristics of effective language users in order to
direct
appropriate processes. Scaffolding is useful when teachers have clear what their
goals are and how they are developed. Although there are some exceptions, most
of the cases learners wish to develop as many skills as possible, they expect
to be exposed to several activities that support their learning of listening, speaking,
reading and writing skills.

Regarding speaking, teachers should have clear
what a proficient speaker does, what an effective speaker is. Being a fluent
speaker means someone who speaks without difficulty, with accurate language structures;
the words are always ready and connected easily according to the context. In my
personal experience speaking is considered the most difficult of the four
language skills (words, grammar, intonation, pronunciation, phrasing, meaning, context),
especially when learners are adult or elderly. Learners may have problems not for
interaction with others but creating language and being spontaneous and natural.
Learners express their anxiety of making grammar mistakes when talking. Having clear
for example, the stages of verbal communication conceptualization, formulation and
articulation makes possible to identify learners’ levels to provide them
appropriate tasks.

Teaching the wide variety of forms in a
language may not be difficult but demanding for learners, although the
communicative approach facilitates language in different situations: it contributes
with aspects such as Socio-cultural (grammar, vocabulary), Pragmatics, Tone and
register, etc, I consider complex to teach spontaneity in those circumstances since
the classroom is an artificial setting to practice “real language”.

Module 6

Developing listening
skills should be as important as speaking, reading, and writing skills’
development. Teachers should provide learners a lot of tools to make them competent
enough to convey and interpret messages. Listening activities make available a
variety of styles and registers required to enhance the effectiveness of communication
and improve the learners’ abilities to decode according to different contexts. Based
on the students’ needs teachers may incorporate or exclude certain tasks in
their lessons, they may reduce or increase practice nevertheless it is
essential to keep a balance between Productive and receptive skills. I really
think listening practice makes possible to help students to understand and
perceive cross-cultural variation. Communication language teaching should be
the frame of the instruction, the language goals should be focused on all the
components of communication and students have to use the language productively
and receptively.

Module 6

Module 5 Writing Up a Storm

In my opinion using new forms of communication, particularly applying new ways of written communication (shortened forms, abbreviations, symbols (emoticons), etc) is applicable as long as its effectiveness remains. I consider relevant and indisputable the fact of language evolution and how it is functional through users, but the point is how this evolution generates principles and conventions which are not comprehensive to all of the receptors. I think this effect may exclude individuals, (not all of us understand these new meanings or grammar so we may feel we do not belong to specific communities). As language teachers, we should be aware of the difference of the nature of oral and written forms and how they should be developed; when talking and listening to someone there is always the chance to reformulate, complement, give explanations and details to make ideas clear. Additionally body language, gestures, tone of voice, etc contribute to clarify messages. On the contrary written communication does not have that possibility; the author of the writings is not available to facilitate interpretation there is not any assistance for understanding just the printed words. That is why this type of communication should be precise and consequently it should be taught this way if possible (according to students’ levels).
As language teachers we should develop certain accuracy level in writing. I think formative feedback is a key element to reach this goal, when teachers guide individual writing process based on learners’ skills and tools given it is possible to expect some precision.

NEEDS ASSESSMENT

The great teachers: listen to what you say!
Goethe

Many years ago traditional teaching developed the curriculum without any consideration about learners’ wants and personal needs, teachers just carried out an inflexible program without taking into account their students’ requirements and characteristics. Nowadays, teachers plan their courses based on Needs Assessment which is a very useful tool to inform their instructional decision-making. Through this instrument instructors can obtain relevant information about learners, such as personal information (their interests, likes, background, beliefs, expectations, perceptions towards language leaning, etc), language level (their needs, difficulties (but if focuses and builds on learners' accomplishments and abilities rather than on deficits), learning styles, language skills, etc), teaching methods (preferred learning formats, academic training), etc, in order to choose and improve lesson planning, materials, resources, curriculum design, atmosphere, teaching approaches, etc. to meet the real learners’ goals.

This Needs assessment can be applied at any moment, but I would say, it is mandatory at the beginning of the teaching-learning process in order to start the instruction with a clear purpose and particular ways to help students, then it is necessary to keep implementing this type of assessment throughout the course to check progress and students’ satisfaction. Keeping in mind there are many forms to collect data, teachers should design and apply different ways to confirm if everything matches according to their criteria, their students’ characteristics and their corresponding priorities; this exploration could be oral (talking/sharing circles, language use games, peer interviews and presentations) or written (biographies, questionnaires) or by groups according to abilities or learning style, etc.

Teachers should be aware of the three types of learners who come to class, some students begin a course having clear their objectives to learn a language, they know what they really want and need, others have some idea, and others simply go to class to discover it. Each learner comes to class with personal expectations, so the clue is to design an effective form (a format, a task, etc) which provides as much information as possible to respond to learners needs and wants appropriately. Although it is a fact that the more we know our learners the better we understand their language learning process and that enables us to contribute with their development the Needs assessment without an immediate response does not make sense. It is relevant to integrate the findings with the daily tasks and reality of the classroom.

NEEDS ASSESSMENT

The great teachers: listen to what you say!
Goethe

Many years ago traditional teaching developed the curriculum without any consideration about learners’ wants and personal needs, teachers just carried out an inflexible program without taking into account their students’ requirements and characteristics. Nowadays, teachers plan their courses based on Needs Assessment which is a very useful tool to inform their instructional decision-making. Through this instrument instructors can obtain relevant information about learners, such as personal information (their interests, likes, background, beliefs, expectations, perceptions towards language leaning, etc), language level (their needs, difficulties (but if focuses and builds on learners' accomplishments and abilities rather than on deficits), learning styles, language skills, etc), teaching methods (preferred learning formats, academic training), etc, in order to choose and improve lesson planning, materials, resources, curriculum design, atmosphere, teaching approaches, etc. to meet the real learners’ goals.

This Needs assessment can be applied at any moment, but I would say, it is mandatory at the beginning of the teaching-learning process in order to start the instruction with a clear purpose and particular ways to help students, then it is necessary to keep implementing this type of assessment throughout the course to check progress and students’ satisfaction. Keeping in mind there are many forms to collect data, teachers should design and apply different ways to confirm if everything matches according to their criteria, their students’ characteristics and their corresponding priorities; this exploration could be oral (talking/sharing circles, language use games, peer interviews and presentations) or written (biographies, questionnaires) or by groups according to abilities or learning style, etc.

Teachers should be aware of the three types of learners who come to class, some students begin a course having clear their objectives to learn a language, they know what they really want and need, others have some idea, and others simply go to class to discover it. Each learner comes to class with personal expectations, so the clue is to design an effective form (a format, a task, etc) which provides as much information as possible to respond to learners needs and wants appropriately. Although it is a fact that the more we know our learners the better we understand their language learning process and that enables us to contribute with their development the Needs assessment without an immediate response does not make sense. It is relevant to integrate the findings with the daily tasks and reality of the classroom.