The disadvantages of an inductive approach include: -The time and energy spent in working out rules may mislead students into believing that rules are the objective of language learning, rather than a means.
-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.
-Students may hypothesise the wrong rule, or their version of the rule may be either too broad or too narrow in its application: this is especially a danger where there is no overt testing of their hypotheses, either through practice examples, or by eliciting an explicit statement of the rule.
Lecture-2 Technologies of teaching grammar. (10-11 forms, students of academic lyceums and vocational colleges) Plan
1.Teaching grammar.
2.The Innovative technologies in teaching grammar.
3.CEFR requirements of assessing grammar.
The grammar material may be classified into the following 3 groups:
1.The grammar phenomena which do not require any explanation since there are similar phenomena in the mother tongue of the pupil.
2.The grammar phenomena which require corrections (money – is).
3.The grammar phenomena which are strange for Russian-speaking pupils (article, tense, modal verbs).
In teaching grammar, therefore, the teacher should approach to the material differently depending on the difficulties pupils encounter in the assimilating of grammar phenomenon.
The content of teaching grammar since school-leavers are expected to acquire language proficiency in aural comprehension, speaking and reading grammar material should be selected for the purpose. There exist principles of selecting grammar material both for teaching speaking knowledge (active minimum) and for teaching reading knowledge (passive minimum), the main one is the principle of frequency, i.e. how frequently this or that grammar item occurs.
The syllabus and the textbooks present grammar differently. The syllabus emphasizes what to teach and gives it in terms of traditional grammar. The textbook emphasize how to teach and present grammar in sentence patterns, structures.
The amount of grammar material pupils should assimilate in school, and the way it is distributed throughout the course of study, may be found in the syllabus. In teaching grammar the teacher follows the recommendations given in Teacher’s Books.
