Αγγλική γλώσσα | Γραμματική | ΄Μελέτη και διδασκαλία
This dissertation aims at presenting the status of grammar in the EFL classroom with respect to teaching practices and underlying assumptions about the nature of grammar as well as considering the possibility of teaching learners through tasks which promote the dynamic aspect of language, aid acquisition and raise motivation levels. To this purpose, without depreciating the value of explanation, the importance of exploration of grammatical phenomena will be argued for. A short retrospection to the place of grammar teaching in EFL classrooms shows that grammar has recently claimed its rightful place in language learning after a long period of negative treatment by communicative approach advocates. Apart from the product approach to grammar, which is particularly familiar to the majority of teachers, there have been different views about the way grammar can be taught, which have linked grammar to modern teaching practices. The view of grammar as, process and skill and learners’ need to be able to employ it in authentic communication reflects the new role that grammar instruction is entitled to play within the realm of the communicative approach. Therefore, in congruence with such teaching methodologies and viewing language as a dynamic process of making meaning, it seems evident that grammar should be taught in a meaningful context, through authentic discourse types with emphasis drawn on both meaning and form as well as on their interrelation. In this perspective, a grammar-oriented task-based framework with an emphasis on exploration of grammatical form and the meaning that this form portrays will be illustrated. Students will investigate the processes through which language works through consciousness raising activities and grammar oriented tasks with an exploratory character. Learners’ awareness, even on grammatical 3 phenomena posing a great deal of difficulty for them to grasp, such as this of the tense and aspect system in the English language, will be increased after their active involvement in the grammar lesson. The context of the framework will be the narrative discourse type, which lends itself easily for treatment of grammatical phenomena such as the tense and aspect system. On the whole, the tasks designed will attempt to show how learners can be guided to explore foreign language grammar in a process of grammaticisation (Batstone 1994) during which grammatical form along with lexis can lead to the comprehension and realisation of communication in the form of discourse.
Hellenic Open University
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Teaching grammar in the EFL classroom: explanation or exporation? - Identifier: 83388
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