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An important contribution to the emerging body of research-based knowledge about English grammar, this volume presents empirical studies along with syntheses and overviews of previous and ongoing work on the teaching and learning of grammar for learners of English as a second/foreign language. It explores a variety of approaches, including form-focused instruction, content and language integration, corpus-based lexicogrammatical approaches, and social perspectives on grammar instruction. Nine chapter authors are Priority Research Grant or Doctoral Dissertation Grant awardees from The International Research Foundation for English Language Education (TIRF), and four overview chapters are written by well-known experts in English language education. Each research chapter addresses issues that motivated the research, the context of the research, data collection and analysis, findings and discussion, and implications for practice, policy, and future research. The TIRF-sponsored research was made possible by a generous gift from Betty Azar. This book honors her contributions to the field and recognizes her generosity in collaborating with TIRF to support research on English grammar. Teaching and Learning English Grammar is the second volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.
This practical and research-based introduction to current and effective English grammar instruction gives pre-service and in-service teachers and teacher educators a strong foundation for teaching second language grammar and helps them develop their professional knowledge and skills. Written in a highly readable style for an international audience, it provides a thorough and rounded overview of the principles, strategies, techniques, and applications currently dominant in teaching L2 grammar in a range of instructional settings around the world. Chapter authors are world-class authorities in grammar and grammar teaching and learning. All chapters are based on theoretical frameworks and/or research foundations with a strong emphasis on practical applications and implications for classroom teaching, and highlight teaching methods, key concepts, and terminology associated with grammar instruction. Illuminating the options and choices in grammar teaching from a contemporary perspective, Teaching English Grammar to Speakers of Other Languages is ideal as key text for students in undergraduate and graduate MA-TESOL programs and as a resource for practicing ESL/EFL teachers, teacher educators, and teaching faculty.
The primary goal of this handbook is to familiarize adult English as a second language (adult ESL) instructors with the most important grammatical concepts and difficulties encountered by students in and out of the classroom while providing both novice and experienced instructors with the tools necessary to exemplify and explain, when necessary, such concepts in a clear and effective manner. By carefully reviewing the examples, explanations, and notes contained in this handbook, instructors will learn to employ the “natural” method (sometimes also referred to as the “direct” method) in their presentations of several of the most essential points of English grammar. While this handbook is not intended to provide an exhaustive review of English grammar, it does aim to address the most common sources of grammatical difficulty encountered by teachers and students in typical adult ESL settings. The examples presented throughout this handbook use Standard American English and cover a wide range of grammatical concepts at the beginning, intermediate, and advanced proficiency levels. This handbook emphasizes practical grammatical concepts, that is, issues mainly involving English morphology and syntax, along with some important lexical points. Upon completing their review of the material presented in this handbook, ESL instructors should be able to apply the natural method to their presentations of the most fundamental grammatical topics encountered in the classroom, across the proficiency levels and independent of theme-specific lesson content. Although this handbook does not presuppose any specific linguistic training on the part of the reader and technical linguistic jargon has been intentionally kept to a minimum, some basic linguistic terminology has been used out of necessity given the content of this work. Readers who are unfamiliar with basic linguistic concepts (such as morphology, syntax, lexicon, aspect, grammaticality, etc.) should be able to consult standard reference materials in order to resolve their uncertainties with a minimum of difficulty. The author has developed and revised this handbook over the course of many years of training novice and experienced instructors to teach a broad range of ESL curricula (including general, academic, and business English at all proficiency levels) to adult learners in diverse educational settings and instructional formats (such as private, one-on-one tutorials and multi-level intensive English programs taught in small and medium-sized groups). Each grammatical concept presented in this handbook is accompanied by numerous examples of realistic usage to aid the reader in understanding those concepts and to assist the instructor with his or her presentation of those grammatical concepts in the classroom. Finally, the reader should keep in mind that this handbook is practical rather than theoretical in nature and has been specifically designed to serve as a useful addition to the ESL instructor’s professional “tool kit.” It is the author’s hope that the reader will find this handbook to be easily approachable and highly relevant to the issues encountered during his or her daily instructional responsibilities.
Recent SLA research recognizes the necessity of attention to grammar and demonstrates that form-focused instruction is especially effective when it is incorporated into a meaningful communicative context. Designed specifically for second-language teachers, this text identifies and explores the various options for integrating a focus on grammar and a focus on communication in classroom contexts and offers concrete examples of teaching activities for each option. Each chapter includes a description of the option, its theoretical and empirical background, examples of activities illustrating in a non-technical manner how it can be implemented in the classroom, questions for reflection, and a list of useful resources that teachers can consult for further information.
Teaching Grammar Creatively is a practical new resource book that offers a variety of lessons and activities for everyday use in English language classes. It aims to stimulate students' imagination, humour and creativity and increase the effectiveness of grammar practice. The book offers more than 50 complete lessons covering a wide range of grammar structures, learner levels, and age groups. Each lesson is divided into two main sections: Language Awareness Activities and Creative Grammar Practice. The Language Awareness Activities are designed to introduce and provide initial practice of items that may still be unfamiliar to students. The Creative Grammar Practice section provides ideas for a deeper and more personalised familiarisation with these items, always with an element of individual creativity. Each lesson ends with the creation of a learner text - a permanent and original record of the grammar, in the form of a story or a poem for example.
Offers elementary teachers advice and strategies to help them teach, apply, and understand English grammar while still adhering to state and school standards.
This book teaches the most common ESL grammar points in an accessible way through real ESL errors together with suggested teaching techniques. Relevant grammar terminology is explained. The four objectives of this book are to help teachers: (1) identify common ESL grammar points and understand the details associated with each one; (2) improve their ability to answer any grammar question on the spot (when on the "hot seat"); (3) anticipate common ESL errors by grammar point, by first language, and/or by proficiency level; and (4) develop more effective grammar/language learning lessons. These objectives are for all teachers, whether they are teaching grammar directly or indirectly in a variety of classes -- including a grammar class, a writing class, a speaking class, an ESP class, or a K-12 class.
First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.