Presentation of the Target Grammar Term Paper

August 16, 2021 by Essay Writer

Grammar Lesson

According to Larsen-Freeman (1986) the way a teacher presents or introduces the target grammar in a more meaningful context plays a critical role in making a student understand what is being presented.

The presentation of the target grammar provides an opportunity for students to either memorize it or neglect it in the soonest time possible as in the case “when a count noun refers to more than one thing, we make it plural….. Adding an “s” or “es” “.

Here, the teacher introduces the target grammar in a meaningful context, explains the meaning, structure and provides tasks to check the students have understood what has been presented.

Presentation

Presentation of grammar varies with the teacher. It may be presented in explicit or implicit forms. Clear presentation allows the teacher to begin the presentation by stating grammar focus and explaining it using grammatical terms. In contrasts, when presenting grammar implicitly, a teacher may start with an example that embeds the target grammar.

However, whatever the context, Stevick (1996) illustrates that a teacher must incorporate multiple styles of learning and creating a non-linguistic imagery which reinforces the learning process. The teacher may avoid or delay an explanation of grammar. Our model shows the comprehensive approach taken by the teacher in presenting the lesson.

The teacher begins by explaining the grammar focus when he/she says, “when a count noun refers to more than one thing, we make it plural… adding an “s” or “es..“. The teacher may further add, “When the subject of a sentence is plural, the verb must agree with it” The teacher also proceeds with the lesson by explaining a series of examples.

For example, the teacher says “Find some pencils. Where are the pencils? Where are they?” In this case, the teacher does not explain anything about the target structure, but, rather, prefers to obtain this information from the students. Hence, we can deduce that the teacher’s strategy is effective in aiding the students learn and memorize the words being explained.

Guided and Delivery Pattern

According to Hardley (2001) when the teacher has presented the target grammar and assessed understanding of the new form’s meaning, the teacher moves on to the guided phase. The guided phases allow a student with an opportunity to exploit the structure in the context while other variables remain constant (Stevick, 1996).

On some occasions, during this phase, students attempt to use the target grammar in its expressive form and controlled contexts. Here the guided practice in teaching grammar is essential. This is because it provides a significant bridge between the instructor’s presentation of new grammar structure and the student’s use of the new structure in a communicative environment.

By providing a controlling context in which a student uses the target structure, it enables them to gain control of the form without added distraction and strain of trying to use the form for communication (Hardley, 2001). The model has also effectively embraced effective memorization methods. Generally speaking, methods such as repetition, infection, restatement, and completion have been utilized by the teacher.

For example

Teacher: Find some pencils. Where are the pencils? Where are they?(Repetition)

Student: Pencil in bag.

Teacher: Ah, pretty good. Pretty good, but listen. Who can tell me something different?

Student: The pencil is on the desk.

Teacher: The pencil – listen- the pencil is on the desk. The pencil is on the – do we like that? The pencil is on the desk. I see something different. I see pencils. Do you see pencils? (Infection)

Student: Yeah, I see two

The guidance approach and the delivery method accomplished by the teacher demonstrates the effectiveness of the language delivery.

Teacher Roles

The teacher’s role in this model is active and prominent. This means that it is a teacher dominated process. The teacher is responsible for modeling the target language, controls the directions and place of learning and oversees and corrects the student’s performance. The teacher is responsible for keeping the students committed by varying activities and choosing situations to practice structures.

Student/ learner’s Roles

A student is viewed as an organism which can be guided or directed through skilled training methods to deliver needed responses. In tandem with behaviorist learning theory, the teaching focuses on the exterior expression of learning fairly than on the internal processes.

In this model, we see a student assuming a reactive position by responding to stimuli, thus; she/he has little control over the pace, style of learning or content. The student listening to the teacher, mimic clearly and try to respond to activities as illustrated by the teacher.

Teaching Vocabulary

Vocabulary building is a key element to ESL students. It contributes to understanding of reading comprehensions (Larsen-Freeman, 1986). Without explicit vocabulary practice and teaching, ESL students are not able to win the right competence standards for readings.

According to the basics and tactics of incorporating vocabulary into teaching ESL students, this class will fail to achieve its value. This is because of several reasons. One reason is that the teacher should have prepared a pre-reading activity using the vocabulary in context. Pre-reading would have provided the students with many new opportunities to face the word.

This would have been easy explained with either showing the word using the flash card or a picture. For example; the students fail to distinguish between the library and the police. Teacher:” who would you call if there’s been a robbery, if thieves have broken into your house, who do you call?”

Students: Library

Teacher: Library? Police

This statement shows the students fail to recognize the library and the police.

Secondly, the teacher would have provided the students with more opportunities to identify the word in different contexts in describing pictures, using sentences and through using games.

Thirdly, there are no obvious signs of different learning styles. Vocabulary learning demands an array of materials such as audio recordings for dictation practice tasks, pictures, among others. Pictures and audio elements are required when a student is learning a new word for the first time.

According to Larsen-Freeman (1986) a student progresses well in gaining vocabulary by recognizing style activities to production based activities. This needs a student to accomplish something else with the word besides simply knowing or understanding its meaning.

In this example, we don’t see the teacher involving students in construction based activities. Hence, this limits the class effectiveness. Creative opportunities such as spelling bees or short original writings can encourage students to brainstorm around a targeted vocabulary or word list.

Stevick (1996) emphasizes that a new language should be introduced in dialogue. The dialogue should be organized around the theme of the language concept being taught, and should comprise useful vocabulary in the language.

The learners should be encouraged to mimic what the teacher speaks in class and listen carefully to the features of the language as spoken by the teacher. The dialogue should be repeated by the whole class at first and finally repeated in a small group or individually.

The dialogue as presented in class should be consolidated and applied to individual students’ own conditions. After learning and mastering the common concepts of the language, the students should be encouraged to attempt assignments comprising report writing for practice purposes.

Pronunciation

Omaggio developed a method of proficiency to define a new approach to teaching a language. She termed this approach as Proficiency approach. The proficiency approach is a communicative approach which shares similar characteristics of the Natural approach, which is; teaching language skills in the order in which the student naturally gains them. It also adds by fulfilling some error corrections to avoid student fossilization.

Besides, the method involves utilizing the student learning by tailoring the language in tandem with genuine purposes which is encountered in the target culture. Omaggio Proficiency approach is a criteria anchored on five hypotheses forming a guideline for teaching language communicatively.

Omaggio Hypothesis

Hypothesis 1

Omaggio explains that opportunities should be provided to enable students to practise using language in various contexts which is likely to be met in the target culture. She points out that students should be encouraged to express own interpretation as early as possible after creative skills have been introduced during instruction.

In this theory, Omaggio asserts that a proficiency-oriented approach promotes active communication interaction among students. Also, the creative language practice (as opposed to only manipulative or convergent procedure) must be encouraged in the proficiency-oriented classroom. And, lastly, the genuine language should be used in instruction wherever and whenever possible.

In our model, the flyer points out various techniques that can aid a student express her/his own understanding of the pronunciation. This is suggested in the materials provided such as the 2 full colour 60 minutes video tapes, sturdy plastic binders with a table of contents which assist the student to pace his /her progress.

To develop the understanding more useful for the student and provides 46 sound lessons which include word endings. Besides, the flyers show special animations of the tongue and lips even inside the mouth.

Basing on Omaggio theory one, these activities/materials create interactions among the students, encourage creative language practice and enable a student to practice the language/pronunciation in a more meaningful discourse that flows logically.

Hypothesis 2

Omaggio’s hypothesis two explains that opportunities should be provided to allow a student practise carrying out different roles expected to be necessary in dealing with others in the target culture.

In our model, the Perfect English Pronunciation materials provided support the second theory of Omaggio. They give the students opportunities to practise the language in the best possible way. This is sketched in the pictures marking the way pronunciation should be succeeded.

The flyer consists of unique animation shows which suggest the motions of the mouth. These materials provide the student the “opportunity” that Omaggio draws in her hypothesis, allowing a student to practise and learn the new language with ease.

Hypothesis 3

The theory suggests there should be concern for developing linguistic accuracy from the beginning of instruction in a proficiency-oriented approach. Accuracy in our model has been captured clearly.

The flyer provides an easy to use instruction sheet, provides timing sheet, and each sound lesson is clearly labelled and each lesson provides a clear instruction on how to form a sound. Thus, these materials provide a benchmark for developing accuracy since they provide evaluative feedback and correction on the students’ part.

Hypothesis 4

Omaggio points out the proficiency-oriented approaches should respond to the affective needs of students as well as to their cognitive needs. A student should be motivated to learn and must be given opportunities to express their own meanings in a nonthreatening environment.

The materials come on video tape and animation, rather than the student embracing the conventional method of learning, which is boring, the animations and video tapes provide a motivation learning environment which encourages a student to concentrate even more.

Hypothesis 5

The final theorem Omaggio draws is Cultural sensitivity; it must be promoted in various ways. In this way, a student will be prepared to live harmoniously in the target-language community.

The model indicates that the materials can be used in schools, libraries, in speech/language pathologists, ESL instructors, a corporation with foreign employees, people who wish to learn English and ALL nationalities. Hence, basing on Omaggio’s theory five, the material embraces cultural diversity and sensitivity. This guarantees a student to live harmoniously with the target language community or in the society.

Earl Stervick

Stervick provides a practical manner in which the synthesis of the classroom material can be useful to a student. He asserts that memory is multi-sensual and multidimensional and therefore, language does not exist in isolation but is connected to other body senses. He also points out that winning a language is improved by understanding the holistic working of the memory. In this case, he favours different styles of learning.

Thus, the material present in the flyer can be improved by strengthening auditory images; this will confirm grammar and pronunciation. They can also be substituted or correlated with drill method. This method can improve student memorization process. Also, they can also be boosted by the 74 step exercise.

The 74 step exercise can increase the pronunciation and grammatical structure for students facing difficulties (Stevick, 1996). The 74 exercise illustrates the increments in word classes and constructions to a learner. It provides a teacher the experience in limitations and inherent difficulties of languages, thus achieving acquisition and learning needs (Stevick, 1996).

Pronunciation skills

The materials are useful in backing the students’ success or those students facing difficulties in pronouncing word endings, vowels, consonants and diphthongs.

For example, the flyer demonstrates how vowels can be pronounced [ee as in eat]i, [i as in it]i. Vowels form the basis of English learning, and if pronounced inaccurately, they can result in misunderstanding the word meaning. Hence, the flyer eliminates inability of the student to precisely pronounce the different vowels/words.

On consonants, the flyer illustrates the way words can be pronounced. For example, it gives a difference between “both and boat”. Some students often substitute English consonants for ones in their native language which seem similar but not alike. Hence, this can make the listeners to feel that is trying to say a different thing altogether. Hence, the flyer is helpful in assisting in this skill.

The flyer demonstrates the rules of word endings. For example; it asserts that a word ending with “t or d” sound have their ending achieved by adding “ed”. Hence, this rule can help the student acquire the skills of using individual consonants at the end of a word(s).

However, the material won’t be effective in pronouncing cluster consonants. This is because they occur in a sequence thus making the student fail to pronounce. Hence, students should be careful on how to pronounce cluster constants at the beginning, middle and at the end of words.