Teaching Grammar of English as a Second Language - Research Proposal Example

Mini proposal Acquiring or learning second language has been a great challenge to many who pursue the course as well as the teachers who are involved. Therefore it becomes very important for guidelines to be set so that both parties can be guided so as to make the process smooth and successful. In this paper, we will conduct a study that aims at establishing a clear understanding of the grammar rules for students who are second language learners to communicate more clearly and effectively. The study will involve a form of action research that will be carried out in a Saudi Arabian institution. The findings will then be analyzed and conclusion drawn. Introduction Grammar is very important to learn, to speak and to write in any language. The learning of a language’s grammar affects all areas of communication, including writing development and reading comprehension (Fotos, 2001). Grammar’s essential role in expression and comprehension makes it a prerequisite to a learner’s successful communication. My goal is to improve the understanding of grammar rules for students who are second language learners to communicate more clearly and effectively. Also, it is important to investigate effective ways for teaching grammar in ESL to facilitate students `communication. During this communication, the students’ attention will be drawn to the grammatical forms in the context of their communication with others (Hammer, 2003). Sometimes grammar can be easier to learn than writing or speaking forms for ELLs. This is because a student already has a concept of grammar from their own language to apply to English. Obviously, it is not the same grammatical structure, but it is helpful because (usually) language grammars can be learned through memorization and pattern. However, this is different for speaking. English speakers use quite a different grammar when talking. The rules of grammar, which are already full of exceptions, are now manipulated through speech. This is a lot for an ELL to comprehend. Grammar may be easier because it is a pattern-like structure which they have another grammar (their language) to compare to. This is consistent with the research. Suppiah, Subramaniam, Subrayan & Michael (2011) state that ESL learners struggle with English grammar, because they are only using it during their English classes. It is therefore important to critically analyze or synthesize some available resources or information regarding the rules of grammar for the students who are learning second language. Literature Review Grammar is the set of rules governing how words in language may be joined to make sense (Corbett &Finkle, 1998). Grammar is regarded as a necessary skill that enables student competence to develop in the areas of listening, speaking, reading and writing (Savage & Price, 2010). Grammar is important because it is the language that makes it possible for us to talk about language. It consists of the categorization of types of words and word groups that make up sentences, not only in English but in any language. To be able to talk about how sentences are built, one must understand these word types and groups; this is the knowledge of grammar. Understanding grammar also helps us determine what makes sentences and paragraphs clear and interesting. Learning grammar is important for communications, writing, correct pronunciation and to explain one’s thoughts clearly. Grammatical competence is one of three foundations in successful language learning. The other two being contextual and sociolinguistic competence (Canale, & Swain, 1980). This learning leads to overall success in school, and becoming a more effective learner of English. Many English language students firmly believe that knowledge of grammar is essential to their being able to effectively acquire a new language (Savage, et al, 2010). Grammar instruction assists English learners in becoming aware of a structure and then continuing to notice it in subsequent encounters (Fotos, 2001). Two examples of ways to teach grammar are Explicit and Implicit. Explicit presentations of grammar begin with an announcement of the subject and then the teacher “explains the form, meaning, and use” (Bitterlin& Price, 2010). The key word is explanation. This can also be called a “bottom up” approach. This means the rules are taught first along with examples and then practice with use follows. Implicit presentation of grammar begins by using accessible resources as teaching objects. To teach prepositions one may move objects around and say their location. An example would be the apple is on the desk. This way student can put the grammar structure into context instead of learning rules. This is also known as a top down approach. This means that the language is used in context to get the idea and rules are explained later. Both presentations work for different situations. No matter which presentation is used, “the teacher should conclude the presentation stage by checking that students understand what has been taught” (Bitterlin & Price, 2010). Another way for teaching grammar is called the deductive approach. In this approach “students are given explanations or grammar rules, for example, and then, based on these explanations or rules, they make phrases and sentences using the new language,” (Harmer, 2007). Next there is the inductive approach. So, “instead of going from the rules to examples, students see examples of language and try to work out the rules,” (Harmer, 2007). Both approaches are helpful and usually successful. Aside from these two approaches Harmer also mentions that “for habitual actions, we can show elementary students pictures of someone with an interesting occupation,” (Harmer, 2007). Talking about the occupation can lead to the impression that the person does it every day. Then students can be shown pictures of other habitual actions and they can be discussed to ensure understanding. These ways are all experienced approaches to teaching grammar. When teaching grammar it is also important to consider prescriptive and descriptive grammar. Prescriptive grammar is grammar structure, or what is said about how people should use grammar. However, Descriptive grammar is how people actually talk (Nunan, 2003). Students are able to learn rules, but talking may be different. The reason this needs to be considered is because when helping students practice speech some errors should be forgiven. This is all very important to remember when considering how to teach grammar to students. The way in which a teacher presents grammar can be either very helpful or unhelpful. This often depends on how the teacher learned grammar. This, “May be powerfully influenced (positively or negatively) by teachers’ own experiences as learners and are well established by the time teachers go to university,” (Phipps, 2009). If teachers had a good experience themselves by simply just learning grammar rules and doing drills, but not applying them, then they will teach this way in the classroom. This is problematic because I believe students need to practice their language and that teachers should consider their student’s needs when teaching. Small Group as a Teaching and Learning Strategy Also, a small group would help shy students to be more likely to participate. The positive experience of a student using this group work method has prompted me to more formally study its effects on students. However, I would also like to explore the disadvantages of group work. Group work can encourage negotiation of meaning between learners, but it can also cause the students to mislead each other. If the subject is not understood well enough to begin with or the assignment is not clear students may become distracted and confused. Both sides of small group method interest me when teaching grammar. I think it is most important that students get a chance to practice their grammar with other students, but the pros and cons need to be considered. The research shows that students should be taught grammar using a variety of approaches. By using a variety of approaches and activities, grammar instruction is more valuable and enjoyable for EFL students and their teachers. Also, teachers are able to build on and meet students’ needs and use student motivation to improve learning (Suppiah, Subramaniam, Subrayan & Michael; 2011; Zhou, 2009). Suppiah, Subramaniam, Subrayan &Michael (2011), recommend that teachers constantly look for strategies that will work in their classroom. Teachers should seek to develop new learning processes, because how methods are implemented in the classroom is going to impact students. Teachers of EFL and ELS students should to have effective methods by using a variety of approaches when teaching grammar for group work in classroom. As many researchers claimed, regardless of the substantial theoretical arguments for the effectiveness of discussed interaction, Foster (1998) argued that, “They need the skills and experience of an EFL teacher in order to be able to design and implement worthwhile classroom studies” (p.21). There has been to date little research indicating clear links with second language gaining. So, the current findings suggest that researchers should continue to look closely at the impact of learners’ of communication for small group on their target teaching grammar and development.So, that is the important goals to do a new study because of lack of effect in this area. Purpose of New Proposed Study Based on what I reviewed, the purpose of the proposed new study is to study the way grammar rules are taught to English language learners in group work situations. I want to research what are effective methods of teaching grammar to students. It is important for ESL instructors to have a good understanding of the methods of teaching grammar and what is most effective. The research question for this proposed study will be: How working in groups help freshmen student to communicate effectively in classroom? Variables: The variables are teaching grammar in group work ESL grammar in group work. It is also important to consider the age group and level of the students being taught. Importance The importance of my proposed study is to further the knowledge of teaching methods for grammar rules, examine the significance of group work, and explore ways to increase a student’s practice of the grammar of the language. This will fill several gaps in the literature observed. Methods Used to Teach Grammar as Second Language It is important that teachers have an understanding of ways to teach grammar and how that work as small group. Knowledge of methods helps develop a teachers repertoire of techniques. This in itself provides an additional avenue for professional growth (Arneds,1998). In addition, teachers must have strong knowledge of multiple methods for teaching grammar to create an appropriate balance of methods needed for the students they teach. On the other hand, a teacher should have experiences. Harmer says, a “teacher needs to provide a rich diet of learning experiences (p.38).” There are numerous grammar teaching methods. In the following sections, I will discuss three methods, one based in discussion activities, another up-and-coming method based in computers, and the last one, an older, less-successful method based in translation. Community Language Learning Method The community language learning method is considered one of the most popular of the successful methodologies in teaching grammar (Harmer, 2001). Teachers in this method consider their students as a whole person and provide grammar exercises that encourage students to discuss and negotiate answers (Bitterlin, et al, 2008). The point is that such discussions often have the added benefit of helping the student develop skills other than grammar, such as turn-taking, agreeing or disagreeing, and negotiating meaning if a misunderstanding occurs. So, without a balance between grammar and communication, many students are not able to transition from English as second language to higher education or to advance in their jobs. The student is held back by their inability to use correct grammar in all four skills areas: reading, writing, as well as listening and speaking (Richards, 2006). Computer-Based Grammar Instruction Computer-based grammar instruction is another method for teaching grammar in a communicative way. Although it is a relatively new method using technology, this kind of instruction could become an important complement to communicatively oriented teaching. In general, Computer-Assisted Language Learning (CALL) has many benefits to improve students’ language skills. CALL uses multimedia for instruction of different skills, including writing, speaking, reading, listening, and grammar. Studies have found that CALL instruction reduces learning time by 30% compared to normal in-class instruction (Ragan, Boyce, Redwine, Savenye, & McMichael, 1993). The study also demonstrated that aspects of teaching with multimedia, such as learner interactivity and learner control over programs, produce improved learning outcomes. The use of CALL in teaching grammar has not received as much attention as in the other language skills, yet it is becoming more popular as teachers understand its benefits. CALL can provide the learning process with rich input for learners and very clear explanations of grammatical structures (Nutta, 1998). Nutta’s study on computer-based grammar instruction found that for all levels of English proficiency, the computer-based students scored significantly higher on open-ended tests than the teacher-directed students. Despite its benefits, computer-based grammar teaching is currently limited by technology and availability of computers in certain contexts. The technology for grammar teaching cannot provide realistic interaction that is found between human communicators (Nutta, 1998). Grammar Translation Method The grammar-translation method existed in the nineteenth to the mid-twentieth centuries. This method assumed that through the study of the target language’s grammar students would become more familiar with the grammar of their own native language (Chastain, 1988). In this method, students are given grammar rules and examples and told to memorize. Then, the teacher asks them to apply the example of the rule they had studied to other words (Freeman, 2000). The advantages of this method are that explicit grammar rules are presented and that increased attention is paid to language forms. But there are disadvantages, such as an absence of communicative practice among the students, which is an indispensable need for new immigrants. Another disadvantage of teaching grammar this way is a reliance on translation, which is impractical in classes having students with many different first languages (Richards, & Rodgers, 2001). Grammatical Instruction Methods The goal of studying grammar is not only to understand it and to acquire the language, but also to communicate with people, such as making a relationship with a foreigner. During this communication, the students’ attention will be drawn to the grammatical forms in the context of their communication with others (Nassaji&Fotos, 2004). The implementation of effective grammar methods is essential to improvement in grammatical understanding. The communication methods discussed above emphasize the most important aspects of learning that make students engage in class as a small group in classroom and understand the lesson.The other communicative approach implementation is student-centered. Instead of the teacher-oriented instruction, teachers will guide students to speak out in English in the classrooms by small group. Except for focusing on the standardized tests, students who are leaning English as second language need more opportunities to practice their oral English ability and improve grammar in their speech. They must learn how to communicate in English and how to use their experience effectively of teaching English grammar. Methodology This study will take a design of action research as it will enable the researcher to interact directly with the students, whereby the problem solving actions that are implemented in a collaborative framework will be balanced with the collaborative analysis that is data driven in understanding the underlying causes that will be in a position of enhancing future predictions the changes expected in the students, which acquiring new skills in the new language. Limitations Some of the limitations of this kind of research include that fact that it does not always give policy understanding of the externalities. In addition, the definition of the relationship between the roles of the researcher and those participating greatly affects the results. Also, the new behavior might hamper the possibilities if the alternatives are not facilitated by the individual conducting the study. Sample and Sampling Method Participants There will be twenty-three female students to involve in this study. They are between the ages of eighteen and twenty freshmen. Twenty-one students in the class are Arabian and two are African. From Egypt, the two African students had studied English grammar beginning in grade six through high school. They had mastered the English listening, speaking, reading and writing skills. As for the twenty-one Arabian students, they all came from different parts and region of Saudi Arabia. The Arabian students did not have a strong background in English language. All of the twenty-three students were freshmen in university, and they were required to take a course in basic English skills in speaking, writing COMMA and grammar. Among the twenty-three freshmen, they are different major science, art, and in English as a second language. The study will take place in an English department within a university located in the center of Riyadh, the capital city of Saudi Arabia.The English class will offer five times a week, and each class last forty-five minutes. The classroom will be bright and colorful. A blackboard and a whiteboard will situate in the front of the classroom, and a projector hung from the ceiling. In the front of the classroom, an IBM compatible computer sat on a teacher’s podium. Also, twenty-three desks with shelves and chairs are provide for the students. On the left side of the room, there will be two small windows, and two posters will be hung on each wall displaying grammatical information about English. Measurement The observation checklist will be developed or designed by the researchers who will use it in determining the outcome of findings of the research or study. This will be done by preparing it before the lesson starts, whereby the observer will use it in identifying the category of events such as the changes in the behaviors of the students or even their level of interaction. The information sheets gather or collect information that is treated quantitatively and then summed up or summarized in terms of numbers. Instrumentation and Procedures Materials The materials will be used for the study were the textbook Basic English Grammar (Azar, 2006) and a practice textbook for homework English Grammarin Use(Murphy, 2004). In addition, I will be used a roster which included all twenty-three students’ names and a space to record performance on each English skill and certain problems(Appendix A). Measuring their perceived competence to learn; they will display their competence by using the language either correctly or incorrectly. Their ideas in the classroom will display good information about their competence. Also, Observing students while learning as small group work in the classroom,assessing their learning strategies.and the teacher took note (chick-list).It helped me to track students’ participation and information in the English class as well as problems we would encounter during the lesson. Procedures Students were observed for nine weeks, from the end. The grammar class was held five times a week, from 9 a.m. to 10 a.m. During the nine weeks, I taught English grammar with the textbook Basic English Grammar (Azar, 2006) and gave students in-class assignments from the book English Grammar in Use (Murphy, 2004), from which related homework was also assigned (Appendix B).I also used about ten minutes at the end of class to ask students about their questions and concerns about what they had learned that day. And then I would record that information on the roster, as shown in appendix A. Freeman (2000) said that teaching grammar through a communicative approach seems to be much more effective and relevant for acquiring fluency and even accuracy in learning English. The communicative approach focuses the students’ learning on real-world language applications. These realistic experiences make a stronger connection between meaning, vocabulary and grammar, thereby improving fluency and accuracy. Outside of the classroom lessons, I also occasionally used English to communicate with the students. For example, students were not allowed to speak their native language with me; they could only talk with me in English. Because the duration was nine weeks, I will spend six weeks teaching Basic English grammar rules and share various examples about how to apply the rules in practical situations. In the last class of each week I would test students on the rules from Basic English Grammar (Azar, 2006). To assess their accuracy, I would have the students make sentences similar to the examples in Azar. During the seventh and eighth weeks, I do not teach new grammar rules. Instead, I used the two weeks as “revision weeks.” We looked back to all the grammar rules and examples we have talked about in the prior six weeks. I will try my best to address all the problems the students had. In the last week, a final exam will be s give to the students concerning all the grammar rules taught in the preceding weeks. Students also were required to write a short paragraph to demonstrate their written grammar skills. Limitations References Arneds, R. (1998). Learning to teach (4th ed.). New York, NY: McGraw Hill. Azar, B. S. (2006). Basic English grammar. White Plains, NY: Pearson Longman. Bitterlin, G., Jhonson, D., Price,D., Ramives, S., Savage, & K. L. (2008). Ventures.Cambridge, England: Cambridge University Press. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. Chastain, K. (1998). Developing second language skills (3th ed.). San Diego, CA: Harcout Brace Jovanovich. Crobett, E. J. &Finkle, S.L.(1998). The little English handbook. New York, NY: Longman. Fotos, S. (2001). Cognitive approaches to grammar instruction in teaching English as second or foreign language (3rd ed.). Boston, MA: Heinle and Heinle. Foster, P. (1998). A classroom perspective on the negotiationof meaning. Applied Linguistics, 19, 1–26. Freeman, D.L. (2000). Techniques and principles in language teaching. New York, NY: Oxford University Press. Harmer, J. (2001).The practice of English language teaching. England: Longman. Harmer, J. (2007). Teaching the language system. How to teach English (81-98). England: Longman. Murphy, R. (2004). English grammar in use: A self-study reference and practice book for intermediate students of English with answers. Cambridge, England: Cambridge University Press. Nassaji, H., &Fotos, S. (2004). Current development in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145. Nunan, D.(2003). Grammar. In D. Nunan(Eds.), Practical English Language Teaching (153-172). New York: McGraw-Hill. Nutta, J. (1998). Is computer-based grammar instruction as effective as teacher-directed grammar instruction for teaching L2 structures? CALICO Journal, 16(1), 49-62. Retrieved from: http://jan.ucc.nau.edu/~jgc/512/gram_Nutta.pdf Phipps, S. (2009). Explorin`g tensions between teachers grammar teaching beliefs and practices. http://www.education.leeds.ac.uk/assets/files/staff/papers/Phipps-Borg-2009.pdf Ragan, T., Boyce, M., Redwine, D., Savenye, W. C., & McMichael, J. (1993, January).Is multimedia worth it?: A review of the effectiveness of individualized multimedia instruction. Paper presented at the Association for Educational Communications and Technology Convention, New Orleans, LA. Richards, J. (2006). Communicative language teaching today. New York, NY: Cambridge University Press. Savage, K. L., Bitterlin, G., & Price, D. (2010). Grammar matters, teaching grammar in adult esl programs. Retrieved from http://www.cambridge.org/other_files/downloads/esl/booklets/Savage-Grammar-Matters.pdf Suppiah, P. C., Subramaniam, S., & Subrayan, A. (2011). From Trash to Treasure: Grammar Practice for the Malaysian ESL Learners. Canadian Social Science, 7(5), 167-175. doi:10.3968/J.css.1923669720110705.430 Zhou, A. A. (2009). What adult ESL learners say about improving grammar and vocabulary in their writing for academic purposes. Language Awareness, 18(1), 31-46. doi:10.1080/09658410802307923 Appendix A Student Name Reading Writing Listening Speaking Grammar Participation Final Grade Student comments Sara A B- B A B- A B Had problems with passive voice, but shows good participation. Rawan C B C- C B C C Did not develop her skills as well as the other students due to a lack of participation. Appendix B Activity 1 Chapter 3 from Basic English Grammar Using Simple Present – Developing a Character Description In this activity, the students will create a character and breathe life into him or her. Assign each pair or group a photo of a person. Using the simple present tense, students are to imagine a life for this person. As a variation on this activity, use a limited number of pictures so that at least two groups have the same picture. Afterwards, you can compare the different “lives” each group created for the same picture. Completed work can be displayed together with the picture, or students can read/present to the class. Example This is Angie. She’s 26 years old and single. She lives in New York City. She lives in an apartment, and she has a roommate. Angie works in a kitchen store, but she doesn’t like her job. She wants to be a rock star. Every Saturday, she sings with a band. She is a good singer. She sometimes colors her hair orange. She has a little brother. Her brother lives with her parents. Angie calls him a lot. Sometimes, she takes her brother out for lunch. Read More