Salas, Elizabeth Anne P. BSED-English 2-1 I. Inductive Approaches to Teaching Grammar in Theory and Practice A. Definition of Inductive Approaches to Teaching Grammar Inductive Approach - The inductive approach in teaching grammar is a discovery learning approach in which teachers don’t teach the grammatical rules directly but let students discover them through a learning experience in terms of using the target language. - In most inductive grammar lessons, the teacher introduces the grammatical rule by simply engaging students in a meaningful conversation. - The teacher guides and scaffolds the students to notice the grammatical pattern, elicit the form, and then finally expose them to it. Example: the students can discover the rules through games, songs, or different activities that require the students’ engagement and interaction. B. Steps in Inductive Approach to Teaching Grammar Step 1: Teachers begin by providing examples of language structures that students should investigate. Examples might be phrases, sentences, or brief paragraphs. This is primarily determined by the pupils' degree of proficiency. The most crucial factor is that professors provide more instances of the structure that they want pupils to learn. Step 2: Pupils develop rules based on what they see. Teachers should allow pupils to study the instances and try to deduce the rule. This is a critical stage in which students attempt to think about the examples and elicit the patterns. Step 3: Students compare their rules to other examples. Teachers provide pupils more instances of the structure they are learning and allow them to explore them. The examples may be a little more in-depth than the earlier ones. Step 4: Students change the rules. Teachers should urge their students to review the rules they produced in the second stage and, if required, adjust them based on the instances they contributed. Students are asked to elicit the target structure's shape and meaning. Teachers must confirm and, if required, add anything. Step 5: When using language, pupils follow the rules of the intended structure. At this point, teachers should present pupils with a variety of exercises to help them practice the rules thoroughly. Teachers might begin by introducing controlled and semi-controlled activities until pupils absorb the form. Following that, teachers might give free practice exercises in which students can express themselves utilizing the newly learnt framework. Throughout this period, teachers should assist pupils and correct them as needed. C. Advantages and Disadvantages of Inductive Approach Advantages: - Rules learners discover for themselves (student-centered) how to use, when to use some structures than rules they have been presented with. This makes the rules more meaningful, memorable and acquired. - Students participate in the learning process more actively, rather than being simply passive listeners: therefore students are more attentive and more motivated. - Students work things out for themselves and it prepares them for greater self-reliance and autonomy. Disadvantages: - Much time and energy are spent while working out rules with students. - The time taken to work out a rule may be at the expense of time spent in putting the rule to some sort of productive practice. - It can demand teachers to work on planning a lesson. They need to select and organize the data carefully so as to guide learners to an accurate formulation of the rule, while also ensuring the data is intelligible. - An inductive approach frustrates students who would prefer simply to be told the rule. II. The Use of Scripted Dialogues, Authentic Texts, Dictoglosses, and Genre A. Scripted Dialogues A dialogue is a literary method that requires at least two or more persons to continuously talking to each other. Dialogues are used for a variety of goals, including the execution of many sorts of tactics. For example, a person may convey his or her ideas, desires, feelings, emotions, beliefs, critiques, responses, or goals to another person. It is commonly utilized to make literary work more pleasant and dynamic. Types of Dialogues 1. Directed Dialogues - It is considered as the simplest kind of interlocution that is used in literary writing. This interaction happens directly between two people – character A & character B. 2. Misdirected Dialogue - This looks like a natural communication between two participants where they do not answer direct questions. The tone and the manner of the communication might vary only when a third participant interrupts in the conversation. 3. Modulated Conversation - In this type of dialogue, the conversation provides important details. This generally increases the tension of narration or it might reveal the key aspect of the conversation. It is the gradual retrospection and a way to develop a plot or observation. 4. Interpolation Conversation - This type of conversation is used for the insertion. In simple words, interpret some information where you are not given important details directly. 5. Inner (Internal) Dialogue - In inner (internal) dialogue, the people speak to themselves and express their attitudes or opinions. People use inner dialogue to express their flow of consciousness and loneliness. 6. Outer Dialogue - Outer dialogue is a dialogue where people talk to other people. It is a classical dialogue and this type of dialogue is seen most of the time. B. Authentic Texts Authentic texts are defined as “written by members of a language and culture group for members of the same language and culture group” (Galloway, 1998, p. 133, as cited in Glisan). Scaffolding refers to the support provided for learners to promote acquisition of skills and concepts. Followup tasks include activities that provide learners with the opportunity to apply or practice the new skill or concept. Authentic materials provide real-life examples of language used in everyday situations. They can be used to add more interest for the learner. They can serve as a reminder to learners that there is an entire population who use the target language in their everyday lives. Authentic materials can provide information about the target culture and provide that culture’s perspective on an issue or event. The rich language found in authentic materials provides a source of input language learners need for acquisition. C. Dictoglosses Dictogloss is a type of supported dictation. The teacher reads a short, curriculum-related text several times and the learners try to produce their own version as close to the original as possible. The ideal dictogloss text is at a language level slightly above that of the learners, but with familiar subject content. This is the process: 1. 2. 3. 4. 5. 6. The teacher reads a short text on a familiar topic at normal speed The learners listen and take notes The teacher repeats the reading The learners form pairs and share their notes The teacher reads the text a final time at normal speed The learner pairs form fours to produce a final written version of text. The aim is to get as close to the original as possible. A key advantage of dictogloss is that it is easy for the teacher to prepare and set up: Choose, or source, a text that is not more than a paragraph at first until learners become more familiar with the activity Make sure the chosen text is a really good example of the style and language content that learners should produce Support with visuals which are displayed while the text is read aloud Help newer or younger EAL learners with spelling by giving a few key words D. Genre Analysis Genre refers to categories of texts that share the same features: they are organized and worded in a similar way for the same audience and with the same purpose. Poems, news articles and lab reports are all different genres of writing. Genres are not limited to written texts. Genre analysis is the ability to identify a genre’s defining organization, language, intended audience and purpose. Genre is defined by 3 basic features: - The organization and language The audience The purpose In terms of language, the following aspects often point to specific genres: - Discipline/subject-specific vocabulary Level of formality: mix of formal and informal; academic, professional or commercial Linguistic functions: e.g. chronological ordering, promotion, degrees of specificity, etc. Use of first, second or third person pronouns and structures (self-referencing) III. Focus on Form in Theory and Practice The History of Focus on Form Instruction "Focus on form" (FonF) is a central construct in task-based language teaching. The term was first introduced by Michael Long to refer to an approach where learners' attention is attracted to linguistic forms as they engage in the performance of tasks. It contrasts with a structure-based approach--"focus on forms" (FonFs)--where specific linguistic forms are taught directly and explicitly. B. Focus on Form Approach The meaning-focused approach grew out of the dissatisfaction with form-focused approaches such as grammar translation and cognitive code methods. It has been argued that there was a mismatch between what was learned in the classroom and the communicative skills needed outside the classroom. C. Theory behind Focus on Form Since grammar has been described as the regular system of rules that we use to weave sounds into the meaningful units with which we express our thoughts and ideas, creating language, it has come to be the “skeleton” of language. It means that it is not possible to teach a language without taking into consideration its grammatical structures. Grammar is merely a set of rules to preserve the written word. Without these standards there would be no continuity of language and over time communication of ideas would suffer. As people from different parts of the world try to talk in English which is influenced by their own mother tongue, there are errors in grammar and sentence pattern. If one can master grammar, he or she can unlock ideas and thoughts that were written across time and place. D. Teaching Techniques using Focus on Form Feedback that a teacher or learner provides in response to a learner utterance containing an error. The feedback can be implicit as in the case of recasts or explicit as in the case of direct correction or meta-lingual explanation (Ellis, 2005). Corrective feedback is a necessary part of learning a language, especially in a F on F model. Students are not able to learn from their mistakes if those mistakes are not pointed out to them or if they are not given the tools to correct them. According to the Interaction Hypothesis (Long, 1991), corrective feedback plays a beneficial role in facilitating the acquisition of certain forms ,which may be otherwise difficult to learn or master through exposure to comprehensible input alone (Long & Robinson, 1998). Corrective feedback, moreover, can be used to draw learners' attention to mismatches between the learners’ production and the target like realization of these forms. E. Advantages and Disadvantages of Focus on Form Proper grammar is very important. Correct grammar keeps from being misunderstood and lets us effectively express our thoughts and ideas. The way we communicate is extremely important in our profession and society. While modern technology and social media have less formal forms of communication, we are expected to produce perfect grammar in professional settings. According to Ellis (2008), grammar gives language users the control of expression and communication in everyday life. Mastery over the words help speakers communicate their emotions and purpose more effectively. Focus on form (FonF) has evolved from Long’s instructional treatment that “overtly draws students’ attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication” (Long, 1991, pp. 45-46) into such tasks as processing instruction, textual enhancement and linguistic or grammar-problem solving activities. The key tenet of FonF instruction is meaning and use being present when the attention of the learner is drawn to the linguistic device which is necessary for comprehension of meaning. The call for FonF is often triggered by learner problems or difficulties usually resulting in a breakdown in communication. The problematic linguistic features come into instructional focus to help learners get back on track. Apparently, when learners are left to their own resources, they do not try to pay attention to linguistic characteristics of their communicative activities. Thus some form of instructional focus on linguistic features may be required to destabilize learners’ interlanguage (Ellis, 2009). The positive role of FonF in second language acquisition (SLA) has often been recognized over the past two decades. Norris and Ortega (2000) indicate that such studies have demonstrated evidence that FonF facilitates second language (L2) learners’ acquisition of target morphosyntactic forms or features. He further maintains that current concern has shifted to what constitutes the most effective pedagogical techniques in specific classroom settings, considering the choice of linguistic forms, the explicitness, and the mode of instruction. F. Pedagogical Choices in Focus on Form According to Ellis (2009), direct corrective feedback refers to when the instructor indicates where a mistake has been made and immediately provides the correct answer for students. On the other hand, indirect corrective feedback occurs when the instructor indicates that there has been a mistake but does not give the student the correct answer. This form of feedback is helpful in longterm acquisition of grammar and concepts, and it also creates a problem-solving environment in the classroom. Thus corrective feedback may be defined as a teacher's reactive more that invites a learner to attend to the grammatical accuracy of the utterance which is produced by the learner. The most comprehensible taxonomy of corrective feedback has been provided by Lyster and Ranta (1997). Lyster and Ranta developed an observational scheme which describes different types of feedback teachers give on errors and also examines student uptake- how they immediately respond to the feedback. This resulted in the identification of six feedback types defined below: 1. Explicit correction: refers to the explicit provision of the correct form. S: The dog run fastly. T: "Fastly" doesn’t exist. "Fast" does not take – ly. You should say ‘fast’. 2. Recasts: involve the teacher’s reformulation of all or part of a student’s utterances, minus the error. Recasts are generally implicit in that they are not introduced by ‘You mean’, ‘Use this word’ or ‘You should say’. S1: why you don’t like Mark? T: why don’t you like Marc? S2: I don’t know, I don’t like him. Note that in this example the teacher does not seem to expect uptake from S1. It seems she is merely reformulating the question S1 has asked S2. 3. Clarification requests: The teacher indicates to students that their utterance has been misunderstood by the teacher and a repetition or reformulation is needed. 4. Meta-linguistic feedback: contains comments, information, or questions related to the correctness of the student’s utterance, without explicitly providing the correct form, (for example, can you find your error?’) 5. Elicitation: refers to techniques that teachers use to directly elicit the correct form from the students. 6. Repetition: refers to the teacher’s repetition of the student’s erroneous utterance. Among these categories, recasts will be considered in this study. A considerable amount of recast research, both in and out of classrooms, has concerned recasts: implicit reformulation of learners' non-target like utterances (Ellis & Sheen, 2006). S: There was fox. T: There was a fox. S: The boy has many flowers in the basket. T: Yes, the boy has many flowers in the basket. 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