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.