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1、Teaching grammarGrammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparing teaching procedure:teachers example on the board,teachers explanation of the
2、rules (in students native language),students practice application of the rules.Advantages:good for selected and motivate students;save time to explain complex rules;increase students confidence in examination.Disadvantages:grammar is taught isolatedly;little attention is paid to meaning;the practice
3、 is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let students observe,analyse,compare examples;help students induct grammar rules,Advantages:inspire students thinking activities;motivate students learning interests;grammar is taught in c
4、ontext.Disadvantages:the presentation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the dis
5、covery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Expli
6、cit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious ways.Learning and acquiring (second language acquisition theory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational rela
7、tions between individual lexical items and their subcategories.Constructive: ones knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicit
8、ly related to pragmatic ones, and to social and cultural contexts.Contrastive: grammar involves drawing the learners attention to contrast the differences between the target language and other language.Grammar practice:Pre-learning;Volume and repetition:Success-orientation.Heterogeneity .Teacher ass
9、istance.Interest1.Mechanical practice:activities that are aimed at form accuracy.By doing mechanical practice,students pay repeated attention to a key element in a structure.form of practice:Substitution and transformation drills2. Meaningful practice the focus is on the production, comprehension or
10、 exchange of meaning though the students “keep an eye on” the way newly learned structures are used in the process. 3.Using prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual m
11、aterials can aid comprehensionIts the teachers involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and s
12、tress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning (freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relatio
13、ns among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objectsConnotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or readers interpre
14、tation of the word. This words that may express a positive or negative attitude or subtle feelings toward something.Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective w
15、ay than just teaching one single word at a time.Synonyms refer to items that mean the same, or nearly the same.Antonyms refer to items that mean the opposite of a word.Hyponyms refer to words which can be grouped together under the same superordinate conceptReceptive and Productive vocabularyPassive
16、 vocabulary: the words they know.Active vocabulary: the words they useSo the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, m
