Module 2, Task 1: The Teacher's Dilemma
The Teacher's Dilemma (10 minutes)
Watch the video of a teacher talking about his dilemmas concerning grammar presentation, grammar practice and communicative grammar teaching. In the second video, you will watch one of the MOOC designers explaining how Module 2 will help you find answers to these questions. Click HERE to download a PDF of these transcripts.
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Transcript:
Hi, my name is Jonah Gold and I was an Access teacher in Morocco for two years. When I was a teacher, I worked with my students often on new grammar concepts. I would make a presentation, my students would have a lot of practice with activities such as fill-in-the-blanks, and then I would ask them to apply this knowledge using communicative activities like role play. While my students often grasped the concept doing the fill-in-the-blank activities, when we moved to a verbal activity, my students sometimes made mistakes. It seemed like they couldn't apply the grammar concepts that we had previously practiced. I want to learn better how to help my students communicate effectively using correct grammar.
If you are having trouble viewing this video, or you would like to download it, click here.
Transcript:
Hello, my name is Radmila Popovic and I'm a teacher trainer with World Learning. The dilemmas shared in the video worry many teachers all over the world. Students are often taught grammar as a set of rules, and when they are asked to apply these rules to do grammar exercises immediately after grammar presentations, they can do it. But they seem to fail to transfer that knowledge to activate their knowledge when they're supposed to communicate in a different part of the lesson or even more importantly, outside the classroom. Teachers wonder what to do, how to help their students. In Module 1, you learned why this happens and this knowledge will help you understand how to move forward and help your students. In Module 1, you learned that learning is not linear, it takes a U shape. Learning is full of peaks and valleys. Learners learn one thing at one time, then they tend to forget, and then they later on they improve their fluency and accuracy. If teachers continue presenting grammar as a set of linear rules, they won't help their students very much. Their teaching, their instruction should try to follow that U curve and not a linear path. How can that be done? Teachers can do this if they start treating grammar as a fifth language skill -- in addition to reading, writing, listening and speaking. Dianne Larsen-Freeman coined the term grammaring to describe this process. In her own words, “Grammaring is the ability to use grammar structures accurately, meaningfully, and appropriately.” This goal can be achieved if teachers address three different dimensions of grammar: form, meaning and use (all linguistic units have these three dimensions). Also, teachers will have to provide plenty of opportunities for students to use grammar in meaningful and engaging activities. I hope the readings and tasks and videos that we prepared for you in Module 2 will help you understand how you can make it happen in your teaching practice.
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