grammar lesson plan
Journal of Adult Education
Information Series, No. 1
Vol. 39, 2010
Grammar Instruction for Adult English Language Learners:
A Task-Based Learning Framework
Jiuhan Huang
Assistant Professor
Regent University
Abstract
Over the past few decades, grammar instruction has moved from its central position in traditional language teaching approaches to playing virtually no role in communicative approaches. This article first gives a historical perspective of grammar instruction. Then it outlines the 10 principles of instructed language learning formulated by Ellis and shows how using Willis’ Task-Based Learning Framework in grammar instruction for adults responses to many of the 10 principles. Sample task-based lesson outlines that incorporate the framework to teach specific grammatical features are also provided. language learning. This was evident in the GrammarTranslation Method and the Audiolingual Method. The
Grammar-Translation Method was first used in the teaching of the classical languages such as Latin and
Greek. The major characteristics of the method include explicit teaching of grammatical rules, memorization of vocabulary lists, and translation of passages from one language to the other. The Grammar-Translation
Method produced students with extensive knowledge of grammatical rules but little communicative ability.
The Audiolingual Method was developed as a reaction against the Grammar-Translation Method, with a focus on the development of spoken language.
Nonetheless, spoken language was still presented in highly structured sequences of forms. Classroom techniques usually include repetition of models and memorization of dialogues. The goal of these teaching techniques is for students to produce the target language
Introduction
Over the past few decades, grammar instruction has moved from its central position in traditional language teaching approaches to playing virtually no role in communicative approaches. Although
Information Series, No. 1
Vol. 39, 2010
Grammar Instruction for Adult English Language Learners:
A Task-Based Learning Framework
Jiuhan Huang
Assistant Professor
Regent University
Abstract
Over the past few decades, grammar instruction has moved from its central position in traditional language teaching approaches to playing virtually no role in communicative approaches. This article first gives a historical perspective of grammar instruction. Then it outlines the 10 principles of instructed language learning formulated by Ellis and shows how using Willis’ Task-Based Learning Framework in grammar instruction for adults responses to many of the 10 principles. Sample task-based lesson outlines that incorporate the framework to teach specific grammatical features are also provided. language learning. This was evident in the GrammarTranslation Method and the Audiolingual Method. The
Grammar-Translation Method was first used in the teaching of the classical languages such as Latin and
Greek. The major characteristics of the method include explicit teaching of grammatical rules, memorization of vocabulary lists, and translation of passages from one language to the other. The Grammar-Translation
Method produced students with extensive knowledge of grammatical rules but little communicative ability.
The Audiolingual Method was developed as a reaction against the Grammar-Translation Method, with a focus on the development of spoken language.
Nonetheless, spoken language was still presented in highly structured sequences of forms. Classroom techniques usually include repetition of models and memorization of dialogues. The goal of these teaching techniques is for students to produce the target language
Introduction
Over the past few decades, grammar instruction has moved from its central position in traditional language teaching approaches to playing virtually no role in communicative approaches. Although
References: Brown, D. (2006). Teaching by principles. Englewood Cliffs, NJ: Prentice Hall. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching Doughty, C., & Williams, J. (1998). Issues and terminology Elbaum, S. (2001). Grammar in context 2. Boston, MA: Thomson & Heinle. Ellis, R. (2001). Investigating form-focused instruction. Ellis, R. (2003). Task-based language learning and teaching Ellis, R. (2005). Principles of instructed language leanring Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective Hinkel, E., & Fotos, S. (2002). From theory to practice: A teacher’s view Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trends Long, M. (1991). Focus on form: A design feature in Jiuhan Huang is an assistant professor in the TESOL