Reflections about Grammar and Vocabulary

We approach the end of this course and it is time to do a bit of reflection.

I have learned a great deal in the course about specific techniques for presenting and practicing grammar.  I was quite surprised to find the rich variety of ways to present and practice grammar that we studied throughout the modules.  I was intrigued as I attempted to use these techniques in a lesson plan or two of my own and discovered that I enjoyed doing so.  I also especially enjoyed the modules on vocabulary, and strategies for teaching it in a comprehensive, contextual way that will better provide for deep learning.  

Having said that, I did struggle at several points throughout the course.  The work was demanding and intense.  In some modules, I felt I was unprepared for the material and needed to do some background work before I could actually comprehend, analyze and synthesize my own thoughts.  While this took some extra time, it definitely has paid off.  I feel more confident now even though I understand I still lack experience, especially with grammar.  However, I know I now have a firm basis of knowledge and skill that I will be able to apply to future coursework and my work with students in the classroom.  

I would like to throw in an extra word of praise for course design and implementation.  I do feel that the course provided a step-by-step approach, directed me to needed resources, and had a logical sequence that  led to the achievement of its goals.  I also greatly appreciate the guidance of our teacher, Terena, and the contributions of my colleagues through discussions and comments.  All these elements combined to create a rich environment in which to grow.  Thanks, all!

Presenting Grammar

Given your comfort with teaching, which strategy would you be more inclined to use to present grammar? How could you encourage yourself to be more comfortable with the other strategy?
When grammar is taught deductively, the teacher:

1. Explains the rule clearly to the students
2. Does not necessarily provide content or communicative function for the grammar
3. Focuses on the form and then the meaning
4. Creates drills and repetition for students to learn the desired structure
5. Takes all responsibility for students’ learning

When grammar is taught inductively, the teacher:

1. Presents students with many examples of the target language
2. Helps the learner to induce the rule
3. Provides students with a context for the language and a purpose for its use
4. Focuses on the meaning and then the form
5. Provides opportunities for meaningful communication through which students can discover the rule
6. Empowers the students to problem-solve

Although I may have had extensive experience in the classroom, I must admit I have not had extensive experience teaching grammar.  As I read over the disadvantages and advantages of inductive and deductive approaches as put forward by Thornbury, it seems that a less-experienced educator would probably feel most comfortable using a deductive approach.  This may be true for several reasons.  First, it is a straight-forward approach that gets straight to the point of explanation of a rule.  It allows the teacher some freedom to deal with grammar points as they arise, rather than anticipating them in advance.  It also can be quick and provide time for lots of practice.  It seems that not having significant experience with the teaching of grammar structures, I would probably feel more secure in this traditional, succinct approach. 

On the other hand, the benefits for the learners in the inductive approach appear to be exceptional.  When teachers challenge learners to infer the rules of form and usage from a group of carefully chosen examples, they invite them to spend mental energy recognizing and hypothesizing rules.  This cognitive effort may make the rules more memorable and encourages learners to depend on themselves.  Such benefits can be reaped in the event that educators have spent significant effort preparing relevant, meaningful examples and / or situations. This approach seems to be more taxing on educators in a variety of ways even though it provides specific benefits to learners.  

I believe that in order to feel more comfortable with an inductive approach, I will need to feel more confident in general as a teacher of grammar.  I will need to better familiarize myself with language rules, structures and forms, their intricate interplays and exceptions.  I will need to build a better repertoire of grammar-teaching resources, including textbooks, and the use of software like corpora or concordancing programming.    

As we have been discussing, it is probably most beneficial for learners to be exposed to both approaches so that they are given communicative contexts within which to practice communication at the same time they are guided with identification and reproduction of particular patterns and structures.  It seems to be a delicate balance that challenges teachers to develop skills in both inductive and deductive strategies.

Get grammar lessons 'flow'ing...

As a reminder, there are 9 elements that contribute to flow (read more about flow here):

1. clear goals every step of the way
2. immediate feedback for one's actions
3. balance between challenges and skills
4. action and awareness are merged
5. distractions are excluded from consciousness
6. no worry of failure
7. self-consciousness disappears
8. sense of time becomes distorted
9. activity becomes 'autotelic' (an end in itself)

How can we write lesson plans that apply these principles?  

When we use clear goals in our lesson plans, they help us create a focused, concentrated sequence of activities that will start from the assessed learner's needs and gradually build on their skills and knowledge to ensure that new content is learned one concept at a time with increasing levels of independence. This makes it possible for learners to gain confidence with new material in an environment that balances skill with challenge in such a way as to produce the feeling of flow, which will be discussed in a following point.

What does this look like in practice?  Goals will be specific and focused.  They will be few.  Activities in the lesson will be gradually building confidence.  First, the topic will be presented, learners will practice first in a 'safer' environment among peers with activities that involve group or peer work.  Learners at this point will correct themselves or others.  By doing so, adequate feedback is given, learners are less self-conscious and they are interacting and using the language, so they are aware.  Then, learners may practice independently with yet a more advanced activity that will increase the level of challenge since skill and knowledge have also increased.  

In fact, is essential that challenge and skill are well balanced if we want to achieve a sense of flow.  If activities planned in our lessons are too easy or have already been mastered by our learners, they will either be too relaxed, bored, or basically indifferent.  At the same time, if we have planned lessons that are too difficult, disregard gaps in learner skills and / or knowledge, or require learners to independently perform activities they are not yet prepared to perform in a small group or pair, we have misjudged our learners' readiness.  In this case, learners may feel frustrated, anxious, or worried.  

Whether it is indifference or anxiety, such feelings will not contribute to learning and will not result in flow.  Lessons with a good balance of challenge and skill do not throw learners into the sea without first teaching them to swim - or at least giving them a life jacket.  Rather, learners are well prepared for the challenges presented to them throughout the lesson (by the teaching of specific skills and knowledge necessary to effectively achieve the goal of the lesson).  Because he or she has mastered the required tools for the challenge, the learner does not fear it and will apply themselves and the newly acquired tools (skills and knowledge) to the challenge with joy.

A good balance of challenge and skill also keeps learners involved and on task.  As Mihaly Csikszentmihalyi describes in his video about flow, the brain can handle only so much stimulation at a time.  Thus, when learners are adequately challenged and have the right skills required by the activity, they will be busy, focused on the application of their skills, their awareness will be heightened and the activity will become autotelic or an 'end to itself'. 

What does this look like in practice?  It appears as a progression from perception (through presentation) to recognition and comprehension (through focused practice) to use (independent free use).  Activities will be planned in such a way as to reflect this progression, moving gradually from one stage to another, providing adequate feedback and confidence along the way.

If we want our learners to be 'in a state of flow' as they are learning language, it is essential that we apply these techniques to our lesson planning.      

I really don't like grammar!

What do you remember about grammar instruction?  How did the teacher present, explore or share the rules and patterns of the new language with the students? What was effective? What was ineffective? What do you remember enjoying? What was more challenging and perhaps less enjoyable?

As a student learning the grammar of my native language (English), the most significant memory I have is that of diagramming sentences.  This activity was visual representation of the language system.  We used flat, horizontal lines for the basic parts of the sentence (subject and verb) and then other lines at angles below or to the side in order to clarify how each of the other words functioned in the sentence (as modifiers, etc.).  I suppose that my predilection towards visual learning made this approach to grammar useful and meaningful for me.  On the other hand, I really disliked taking a rule and applying it to a set of twenty sentences (drilling).  I sometimes took this as an insult to my intelligence. 

As a student learning the grammar of another language (Arabic), however, my perspective changed a bit.  I first began learning Arabic on my own, through observation and trial and error.  I only started studying with a private tutor after about 3 years in Egypt.  Because I already had a significant amount of basic Arabic under my belt, we began with some simple grammar rules and patterns.  Most of the time, my instructor would present a grammar rule or pattern through explanation in the target language (Arabic) and then reinforce it using some examples in the target language.  We would do some exercises using that rule, including those dreaded drilling sets.  In this case, notably, I found that practicing the rule in a controlled, safe environment that was not high-stakes (my workplace) was very useful and gave me the chance to make mistakes without consequences.  The instructor also would present some text (comprehension passages) in which these rules were also observable.  Thus, she put the rule into a context, and added meaning.  This was especially useful for me.

A student in your class approaches you and tells you she is very bored with the grammar lessons, and that she feels she can learn English without learning grammar separately. What would you tell her?

Write a script of the explanation you could give this student and post it to your blog. Read the other scripts and consider which explanations might be the most meaningful, comprehensible, and authentic to a student learning English.  Also, write about what you might do differently in your instruction as a result of the conversation.

Sandra: Ms. Jennifer, I really don't like grammar.  Do we have to learn it?

Ms. Jennifer: Well, Sandra, why do you think we include grammar in our English course?

Sandra:  Because it helps us speak and write better.  But, I think if I read more and talk to more speakers of English, my grammar will get better.

Ms. Jennifer:  You're right, Sandra.  Reading more and spending more time communicating will definitely expose you to more language and give you a chance to use your language in many ways.  I know you are sharp, Sandra.  You easily pick up on language patterns, sometimes without any direct instruction.  But, what if I told you that sometimes, we need help to notice these patterns?  

Sandra:  Yes, sometimes I feel like something I'm saying doesn't sound right, but I don't know why.

Ms. Jennifer:  That's right - you have a keen sensitivity for languages, like many students do.  But, sometimes if a rule or a specific structure is explained to you directly, that knowledge will help you figure out the pattern and use it with fluency and accuracy faster than if you try to understand it by yourself. 

Sandra:  But, most of the time, even if I make mistakes, people can understand what I mean. 

Ms.  Jennifer:  Maybe that's true, now, Sandra.  But, as you develop your language, you may want to discuss more complex topics, you may want to apply to study formally in a university, or you may want to get a job.  In these situations, you don't want to take a chance that people will misunderstand you, right?  And sometimes, people are not fair.  They may think that you don't understand the content or the facts because you can't communicate clearly about them.  They may judge you based on their own ability to understand you.  That's why it's important to use every tool you have to be as fluent and accurate as possible.

Sandra: But sometimes I feel overwhelmed and think I will never be able to sound or write like a native speaker.

Ms. Jennifer:  Well, Sandra, learning another language is a life-long process for most people.  Let's focus on today.  Let's figure out where you are in your language learning process, what specific goals we can focus on, and find the strategies for work that you most enjoy.  In that way, we can meet your goal of being as fluent and accurate as possible.

Sandra:  Okay, Ms. Jennifer.  I agree that grammar is important so I can communicate clearly.  But, let's try to do less mindless drilling, please! 

Ms. Jennifer: (smiling)  Of course, Sandra!  We will work together to find ways to practice grammar that you enjoy.  

As a result of this conversation, I would spend more time creating activities that not only practice specific patterns and structures in particular, but also within a more comprehensive format that involves      relevant, meaningful, context to the language with some elements of games or competition that would motivate Sandra and her colleagues.

Reflections on Joy and Flow

What makes life worth living?

It’s a question that’s probably been asked by many philosophers, researchers and regular folks like you and me.  It’s the question that led one researcher in psychology, Mihaly Csikszentmihalyi, to develop the idea that the feeling of ‘flow’ is a major contributor to the joy and happiness that sometimes is felt in our lives.  He describes this feeling as central to joy and creativity and is sometimes known as being in ‘the zone’.  Specific characteristics of the experience of flow include a state of focus, concentration, clarity, balance between skill and challenge, serenity, timelessness, and a sense that the activity is worth doing for its own sake.

While this ‘flow’ is frequently associated with athletes, musicians, or other artists, it can be experienced during any kind of activity, so long as the conditions are right.  Mihaly Csikszentmihalyi created a an image showing the relationship between challenge and skill and pinpointing exactly when flow is most likely to be experienced.  It is an interesting image and reminds us that ‘flow’ is not the only state we may experience.

When we consider this concept as teachers (and students), it is highly useful!  Personally, as a student, I have experienced flow numerous times.  One time in particular I remember was when I was studying statistics in college.  I was not particularly skilled in statistics, never really enjoyed working with numbers of any kind, and I didn’t have much motivation to approach the subject.  However, while I was taking this particular course, I consistently found myself not only enjoying the class time, but also highly motivated to attend the next class and work on the next project our instructor would present.  Because statistics was such a daunting topic for me, I was surprised at my feelings and reflected upon them often. What could explain why I felt excited and inspired by this course?  I believe the extent to which I was feeling ‘flow’ in the course, the way I felt time was flying and I was entirely engaged, was directly dependent upon specific actions and capabilities of the instructor.  The instructor concentrated on knowing each of us independently and learning the main reason we were taking the course.  She was able to accurately evaluate the skills and knowledge we already possessed and what we needed to work on.  She would take this information and create challenges that built off of our already-present knowledge and skills, but challenged us to apply our new knowledge.  These challenges were directly related to reasons we were taking the course - fields of study that we were particularly interested in.  So, through her knowledge of us and her knowledge of statistics, she was able to create the right balance of challenge and skill to motivate us and get us in ‘the zone’.  

I imagine the concept of flow could also help with the learning of language and specifically with that of grammar.  My statistics teacher always presented material in a clearly defined step-by-step process that helped us gain new skills gradually and in a safe environment.  Then, she would give us a challenge, a task, or a problem through which we were required to apply both our previous and newly acquired knowledge in a new way.  Because grammar works with structures and forms, I can see that such an approach will also be beneficial.  

I believe that Larissa and Kerri highlight valuable points when they discuss the importance of flexibility, student choice, and teachable moments.  When I remember my classroom experiences in that statistics course, I remember that we often had choices of 3 or 4 projects on which to work and that we sometimes would move in new directions because we stumbled upon an insight or application as a result of our work on a project.  Most definitely a teacher’s ability to know when to add, subtract, skip around, or move in an entirely new direction - and then do so - on the spot is a sign of their greatness as a teacher.

In the video provided as part of the more information for this assignment, Mihaly Csikszentmihalyi says something to the effect that you can’t be creating anything with less than 10 years of technical knowledge in a particular field.  In fact, I am sure that those who experience flow most of the time are both highly skilled and highly challenged, as is suggested by the chart.  Maybe that explains why we sometimes rarely experience this condition.  Our challenge as teachers is to create the right amount of challenge to suit our learners’ skill so that they can experience flow as much as possible.  Not to mention, of course, that we want to avoid the other areas of the chart labeled anxiety, worry, apathy, boredom and relaxation.  As Mihaly Csikszentmihalyi suggests, our experiences best happen in flow, but learning can also happen when in the states of arousal and control.  Here are a couple questions for us, though.  

Just because our students experience flow, does that mean we, as teachers, are?  
And the opposite:  Just because we are experiencing flow, does that mean our students are?  
And I suppose, according to this theory and considering that every learner is different, we should ask how can we get a majority (or -dare I say- all) our students to experience flow together?