ELSA ANDREW HILARON

930120-12-5598
PISMP TESL SK(1)
TEACHING GRAMMAR
TASK 4: REFLECTIVE ESSAY

Grammar is often named as a subject difficult to teach. Its technical language and
complex rules can be intimidating. Explaining grammar is a skill which every English teacher will
need to acquire through practice as it is one of the pillars which support a language. Therefore,
the ways and approaches on teaching writing should be put forward and acknowledge its
importance. Based on the experience and knowledge gained in completing Tasks 1, 2 and 3,
this essay will discuss to what extend the knowledge of approaches and issues in teaching
grammar helps to enhance the teaching of grammar in the Malaysian Primary ESL classroom.

In Task 1, we were exposed to two approaches in teaching grammar namely covert and
overt approach as well issues in teaching grammar. According to Chernovaty (1990) in his
paper, it is argued that the correlation between covert and overt approach is very dynamic and
depends upon a number of factors.

Ellis (1997) in Wong et. al (n.d.) opined that learners play a determining role as they
directly affect the way the teacher teach in terms of the approach to teach grammar used.
Hence, the suitability of teaching approaches for language learners which yields the best
learning outcomes in language learners should be examined well before implementing one in
the lesson the approaches have their own advantages and disadvantages. Upon doing so, only
then the teachers will be able to choose suitable activities to be implemented in the lesson
based on the approach chose. For example, if the teacher wishes to teach grammar from
examples (inductive teaching) an interesting and enjoyable atmosphere can be created through
games.

Task 1 also enables us to understand and be aware of the issues present in teaching
grammar. When teachers do not know grammar issues or how to explain them, it can have
negative consequences for the learners. Teachers may be so distracted by these errors, even
though they are a natural and predictable part of second language acquisition that they cannot
accurately assess a student's knowledge of content because their grammar accent hinders the
comprehensibility of his or her answers. Teachers who have become more aware of typical
English language learners errors are better able to focus on contentscience, history, math
and not be negatively swayed by grammar errors. However, teachers can only ignore these
errors if they first know about them.
ELSA ANDREW HILARON
930120-12-5598
PISMP TESL SK(1)
TEACHING GRAMMAR
TASK 4: REFLECTIVE ESSAY

On the other hand, errors should be tolerated during the course of activity; which leads
to another issue should teachers correct grammatical errors? Grammatical errors are
fundamental in improving ones language acquisition. However, often students will feel
demotivated if they utter too many grammatical errors which increase their affective
filter. Clearly, learners have expectations that their mistakes will be corrected by teachers who
also feel that they are responsible for any incorrect output in classrooms. Teachers should not
make overt correction as this is tedious for students. Nevertheless, teachers can make notes of
errors and write them on the whiteboard without indicating who make them. Nonetheless,
delayed correction is not also effective because out of context errors do not make any sense to
students in various activities and learners may not understand what was wrong with the
utterance. Overall, teachers may choose selective correction and do not correct all mistakes as
this is mission impossible because of time, energy and syllabus constraints. To sum up,
grammar correction depends on the gravity of errors that requires either immediate or
postponed feedback.

Task 2 on the other hand gives us the opportunity to plan a grammar lesson plan.
Grammar lessons vary according to the phase, approach and specific aims of the lesson. In
order to plan a lesson on grammar, the teacher has to determine the approach that will be used;
whether it is suitable for the learners. Lesson planning is very important as it helps teachers to
prepare for a smooth lesson to take place. Early planning also enables teachers to get the
software and hardware necessary for the implementation of the plan. There are a few factors to
bear in mind when planning a lesson such as the objectives, pupils interest, activities,
materials, time and so on in order to ensure the element of i+1 if present for learning to take
place. Failure to plan a proper lesson plan will lead to incompetence of teachers while teaching
and hinders the learning process.

An opportunity to do a micro teaching was given while conducting task 3. Microteaching

is a scaled-down, simulated teaching encounter designed for the training of both pre service and
in-service teachers. Its purpose is to provide teachers with the opportunity for the safe practice
of an enlarged cluster of teaching skills while learning how to develop simple, single-concept
lessons in any teaching subject. Microteaching helps teachers to improve both content and
methods of teaching and develop specific teaching skills such as questioning, the use of
ELSA ANDREW HILARON
930120-12-5598
PISMP TESL SK(1)
TEACHING GRAMMAR
TASK 4: REFLECTIVE ESSAY

examples and simple artifacts to make lessons more interesting, effective reinforcement
techniques, and introducing and closing lessons effectively. Immediate, focused feedback and
encouragement, combined with the opportunity to practice the suggested improvements in the
same training session, are the foundations of the microteaching protocol. For this task, I did a
simulated teaching for the practice stage by introducing games such as Simon Says and
drawing game. The games designed may be comprehensible in grammar teaching for primary
pupils as games are close to their characteristics and emotions. It can be said that games can
facilitate the students as the interactive medium while grammar teaching process is being
conducted by the teacher. Students can be more active to use the language and unconsciously
learn to use the grammar rules. Apart from that, games can increase learners motivation, so
they will understand the materials easier and faster in the game rather in another activity. Then,
learners will not be anxious while learning in the class as games will boost their confidence and
self-esteem. The games that I had conducted were based on real life examples which
personally I think would help them to practice the language use in real life situation. Thus,
games can be the alternative way in teaching grammar because it will enhance the learners
interest and will support their illustration that leads them into practical life.

In a nutshell, all of the tasks and newly gained knowledge of approaches and issues in
teaching grammar are able to help to enhance the teaching of grammar in the Malaysian
Primary ESL classroom. Therefore, as future teachers this new knowledge is important in order
for us to be able to put them into practice which encourages us to think about the reasons for
teaching this important skill, and look for ideas on teaching grammar in a more engaging way.
ELSA ANDREW HILARON
930120-12-5598
PISMP TESL SK(1)
TEACHING GRAMMAR
TASK 4: REFLECTIVE ESSAY

References

Anggita, M. (2006). Teaching Grammar Inductively for Junior High School Students. Jakarta:
Atmajaya Catholic University.

Chitravelu, N. et. al. (1995). ELT Methodology Principles and Practice. Shah Alam, Selangor:
Oxford Fajar Sdn. Bhd.
Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL
QUARTERLY, Vol. 40, No. 1, 83-107.
Folse, K. (2009). Keys to teaching grammar to English language learners: A practical
handbook. Ann Arbor: University of Michigan Press.

Thornbury, S. (1999). How to teach Grammar. Harlow, England: Longman.