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Abstract

This article presents an innovative approach to teaching English tenses, more precisely to teaching the grammar of questions and negative sentences. It describes, analyses and compares the innovative top-down approach with the traditional methods. It introduces the reader to the theoretical concept of the English predicate structure, on which the new approach is based. Consequently, the paper explains how the theoretical approach may be beneficial in practice, i.e. in English language teaching. Compared to the traditional methods, the paper shows that the grammar of questions and negatives of all tenses can be explained using three simple rules. Finally, the paper lists the advantages and disadvantages of the new method and suggests suitable target students.

Abstract

Nowadays, teaching grammar and lexis to students is undoubtedly necessary but not enough. The new approaches to language teaching place a great emphasis on developing learners’ communicative competency. Besides the professional skills, essential to a successful career, individuals also need to acquire the communicative competency, which is equally important as it includes various other competencies, such as: linguistic, social, socio-cultural, or strategic competences in order to communicate and interact with each other. Our paper aims at discussing the different ways and methods teachers can use in the language classroom to build and enhance students’ social and strategic competencies.

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., & Štěpáník, S. (2019). Percepce výslovnostních chyb učiteli českého jazyka. Bohemistyka . (2), 245–274. Watson, A. (2015a). Conceptualisations of grammar teaching: L1 English teachers’ beliefs about teaching grammar for writing. Language Awareness, 24 (1), 1–14. Watson, A. (2015b). The problem of grammar teaching: A case study of the relationship between a teacher’s beliefs and pedagogical practice. Language and Education, 29 (4), 332–346. Weinert, F. E., Schrader, F. W., & Helmke, A. (1989). Quality of instruction and achievement outcomes. International Journal of

with children. For example, teacher A uses Indonesian. Teacher B is English, teacher C regional language is not a problem, provided it is not mixed mix so that children can understand one language at a time. In learning languages. Children understand it in the context as a whole and sometimes without regarding the vocabulary used in detail. Intuitively children learn about the language they hear correctly according to their development. The process is the same as they learn the mother tongue, that is, without teaching grammar, vocabulary, etc. In addition, at