Transcript SENTENCE PRODUCTION as a TEACHING GRAMMAR STRATEGY

GAMZE TAŞLI – TUĞBA SİNGÖR
The purpose of the study ;
This research evaluates to what
extent our language teaching
program promotes productive and
receptive skills
These results showed us that our
students are aware of the importance of
productive learning. They also want to
have an education system which
balances receptive and productive
skills. However, their exam results
showed just an opposite situation.Their
sentence completion parts are not as
good as the multiple choice parts.
QUESTIONNAIRE
1. How frequently do you get to use your own sentence production in
English grammar learning?
2. How effective do you think it is in LEARNING ENGLISH?
3. Compared to achievement outcomes (Exams 1 and 2)
INDIVIDUAL GROUP DATA
Group 1(311)
Q1 Mean response =4.6(frequency of sentence production use in
teaching)
Q2 Mean response =4.4 (attribution of Effectiveness)
Achievement A(Multiple Choice)=71.6/100
Achievement B(Sentence Production) =49.7 /100
Group 2(405)
Q1 Mean response =3.9
Q2 Mean response =3.7
Achievement A=61.5/100
Achievement B =36.3/100
Group 3(510)
Q1 Mean response =3.7
Q2 Mean response =3.9
Achievement A =84/100
Achievement B =70/100
Group 4(312)
Q1 Mean response =3.9
Q2 Mean response =4.1
Achievement A =70/100
Achievement B = 48/100
Group 5(302)
Q1 Mean response = 2.0
Q2 Mean response =3.0
Achievement A=67.3/100
Achievement B =50.38/100
Output-input
Text as models
Teaching
Productive Skills
Reception as part of
production
Limbic
Communication
System
Comprehensible Input (Krashen,1981)
Language is not soaked up. The learner must understand the message that is
conveyed. Comprehensible input is a a hypothesis first proposed by Stephen
Krashen
An English learner may understand the message ‘’Put the paper in your
desk’’ by slightly changing the message to ‘’ Put the paper in the garbage’’ new
information increases the learners language comprehension.
Comprehensible Output
Learners need opportunuties to practice language at their level of English
Language competency in various ways
* English speaking peers
* Group works
* Cooperative Learning groups
Text as Models:
We can use model texts while finding phrases.
Learners understand the structure easily and write
their sentences by the help of model text.
Reception as a part of Production:
We don’t mean that reception is not important. There
should be a balance between receptive and productive
teaching and learning skills.
Limbic Communication System
Hebb ‘’Every individual is born with a complicated network of neurons which is
randomly related to each other ‘’
Learning and memory process occur in the limbic system of our brains.
Feelings such as anger , fear , pity occur in the limbic system of our brains .For
instance we feel fear while walking along a lonely street or we start crying while
watching a dramatic scene .All these reactions come from limbic sytem .What we
care about this system is its relation with language learning .
Mac Lean ‘’Nothing can exist if we can not connect it with a feeling ‘’
Rosenfield ‘’ Without the emotions which evoke the memory , the memory can not
exist ‘’
Emotions are important parts of learning If we ignore the emotional components of
what we teach , our students can not get the core of the subject that we are trying to
teach .
Language Production
in Our Program
Oral
portfolio
Written
Phrase production
Sentence production
Paragraph writing
Essay writing
What is a phrase ?
A phrase is a group of words which form a constituent and so
function as a single unit in the syntax of a sentence. A phrase is
lower on the grammatical hierarchy than a clause.
NOUN PHRASES
Noun phrases may serve as subjects, direct objects, indirect objects, or
objects of prepositions. Most noun phrases are constructed using
determiners, adjectives and a head noun.
My coach is happy with the scores(noun phrase as subject)
VERB PHRASES
Verb phrases are composed of the verbs of the sentence and any
modifiers of the verbs, including adverbs, prepositional phrases or
objects. Most verb phrases function as predicates of sentences.
Henry made my coach very proud
PREPOSITIONAL PHRASES
Prepositional phrases are composed of the preposition and a following
noun phrase. Prepositional phrases are used either adjectivally to modify
nouns or adverbially to modify verbs, adjectives, or clauses.
Examples:
The man in the house rented it. (prepositional phrase modifies a noun
adjectivally)
He went in the arena. (prepositional phrase modifies a verb adverbially)
Dad was happy about the goal. (prepositional phrase modifies an
adjective adverbially)
Language Learning
Receptive
While Listening
Note-taking
Productive
both are receptive
Reading: Multiple Choice/ cloze tests
Writing: guided / copy what they’ve seen /
lack of creativity
Grammar: Azar has dialogue building
parts but we skip them because we don’t
have enough time
What kind of Productive Activities
do we use in our lessons?
-Reading
-Writing
-Listening
-Grammar
THREE TYPES OF GRAMMAR
1. Grammar of Structure: Refers to the way words and phrases are
sequenced to make larger units. Structural grammar is an approach
to the written and spoken language that focuses on the mechanics
and construction of sentences. As such, structural grammar is not
concerned so much with the implications of the words used to
create the sentence, but with the construct of the sentence itself.
This concern with sentence structure provides a basis for the
creation of most written documents, and makes an assumption
that what is seen on the surface is also the straightforward meaning
behind the words of the sentence. Grammar of Structure provides
us with powerful rules that explain a lot of mistakes that our
students make.For ex: In many Asian languages such as Thai and
Japanese EFL teachers commonly find their students saying:
- Raining now to mean
- It is raining
Because there is no equivalent for «it» in Thai.
2. GRAMMAR OF ORIENTATION
Deals with the verb system, articles, determiners, etc.These things all
show how one part of a sentence is related to other parts of the
sentence
For ex: present continous
- Easy
- Short
- Memorable
« the present continous is used to describe actions occurring now»
HOWEVER;
It also describes actions temporary or occur in the future.
PROBLEM: we give our students a part of the rule with the hope that
they can learn these and later are able to put all the pieces together
RESULT: After spending many hours teaching the tense our students
still make mistakes.
3. PATTERN GRAMMAR
Deals with how certain words commonly bond with other words in
predictable patterns.
Ex: I wonder if you understood that last sentence
Make a list of words that can fill this blank:
I wonder ……………………………………
Your list is likely to include:
If
I wonder if you understood that last sentence
Why
I wonder why you didn’t understand.
What
I wonder what the teacher is trying to do.
Where I wonder where this all going.
When I wonder when this will end….it’s driving me crazy
RECOMMENDATION
We should plan our lessons by taking into
consideration the productive activities and
exercises.Therefore, when we ask them to produce
the language in portfolios-oral exams and
achievements they can get better results.