TEACHING THE

LANGUAGE
SYSTEMS
GRAMMAR &
VOCABULARY

prakash

Teaching the language system means that a teacher presents students

with clear information about the language they are learning. It is a
complex task, especially for me, because teacher must show students
what the language means and how it is used, what the grammatical
form of the new language is, and how it is said and written (Harmer,
2004).

Imagine that this cake is a Language.

In order to study a Language it was subdivided by structuralism in to the

Following parts:
Phonology

Lexis

Vocabulary
Grammar

In last two hundred

years there
were 3 important
approaches
of Language
systems, first the
structural, covered
the study of
Language and
divided it in:

Then the linguistics clasified at 3 levels : phonology, morphology

and syntax

Then the linguistics clasified at 3 levels : phonology, morphology

and syntax
phonology
morphology

syntax

functional

situational

finally the communicative

approach adds 2 more units
situational and functional
aspects.

Phonology
Lexis
Vocabulary
Grammar
morphology

Language
Systems

syntax
functional
situational

It is important to know Language Systems because we need to know how a

Language works, how it is formed or constructed.

Help us to know the sounds of a Language it helps you to

Improve you pronunciation.

It is concerns about Vocabulary words.

Helps you to know how to make sentences!

is the identification, analysis and description of the structure of

morphemes and other units of meaning in a language such as
words, affixes, parts of speech

the rules and principles that govern the sentence structure of any
individual language

This will help you to understand when is proper to use an expression

and what expressions are commonly used in certain situations.

Grammar and Vocabulary

Teaching in Malaysian ESL
classroom
TEACHING METHODS

jacinta

Grammar & Vocabulary Teaching in Msian ESL

classroom: CLT

KBSM syllabus requires the application of the Communicative Approach or CLT in teaching and
learning English language (Chitravelu, Sithamparam, & Teh 2001).
Hussein, Roslan, Noordin and Chong (2012) state that communicative approach is the most
widely used approach in many Malaysian classrooms in teaching.
grammar is to be incorporated into four language skills and should be taught in context and in
a meaningful way (Ministry of Education, 1990 cited in Chitravelu et al. 2001).
Grammar is considered as peripheral teaching it in isolation is not encouraged but must be
integrated in order to provide meaningful input (Radika Subramaniam & Mahmud Hassan Khan
2013).
CLT places less emphasis on overt presentation and discussion over grammar rules.
Supyan Hussin, Noreiny Maarof & J.V.DCruz (2000) ESL teachers who utilised the
behaviourist approach adopt the Direct Method which focus on forms. Teachers use drilling
method especially in the primary school level, less focus on CLT.

 Blake (2009 in Kasturi Sivabalan 2013) explains that in communicative

approach, vocabulary is given a secondary position to support functional
language use.

Wu (2009 in Kasturi Sivabalan 2013) explains how communicative approach

is applied in vocabulary teaching.

First she said that the teachers will instruct and assign students to prepare for the
presentation of their discussion. Thus, the related words are practiced.
She also explains that teachers will explain the word meaning based on the situations
by using role play and reading authentic materials.

Rosmahs (2013) study reveals that teaching English vocabulary using

communicative approach to improve the students vocabulary mastery was
effective.

Grammar and Vocabulary teaching: methods,

approaches and strategies

Web-based (Faizah Mohamad 2009)

Enhancing grammar using board games (Tengku Nazatul Shima & Rahmah Lob Yusof 2012)
Creates excitement and reduces fear

Media-based

Study supports empirical claims that the Internet is a useful tool in teaching grammar

Game-based

Internet-based grammar instruction (IBGI) vs Conventional Pen & Board Instruction (CPBI)

Teaching vocabulary through music and songs (Kasturi Sivabalan 2013)

Vocabulary learning through vocabulary scrapbook (Ann Rosnida Mod Deni et al 2007)

Learner-based

Teach vocabulary learning strategies to learners (Azadeh Asgari & Ghazali Mustapha 2011)
learning words through reading, use monolingual dictionary, use various English language
media and applying new English word in daily conversations.
Strategies related to memory and metacognitive are popular strategies.

TEACHING THE LANGUAGE

SYSTEMS:GRAMMAR &
VOCABULARY
ISSUES & CHALLENGES

joscyln

TEACHING GRAMMAR

Language Transfer
Interlingual interference usually occurs during the transfer of
learners first language patterns into those of the second
language

the grammatical structures of the first language tend to be

transferred to the second language

first

language interference is manifested at the levels of

phonology, lexis, syntax and semantics.

 Faulty application of rules

those

learners who are ignorant of the specific rules of

grammar would eventually generalize

For example, the tendency to add the ed morpheme to any

word in the past tense often leads to some wrong forms.

Such

rules should therefore be carefully presented and

followed up with constant practice and reinforcement inside
and outside of the classroom.

 Faulty instructional materials and techniques

Teachers use of the first language to communicate ideas in
the second language does not facilitate the learning of
second language and its grammar

A teachers technique of teaching can be said to be faulty if

he or she fails to make use of instructional materials where
they are required

drilling exercise and teacher-fronted explanation

teachers teach too many grammatical skills to students

through
constant drilling on past year examination questions, worksheets
and exercise books

 The inconsistency in the orthography of English

This is a prominent problem because

of the defect in the

English alphabet and sounds.

However,

the art of spelling can be perfected through

constant practice and reading.

Learners should be encouraged to use the dictionary when in

doubt about spelling of any word.

TEACHING VOCABULARY

what to teach

Ur (1996) as cited in the same study stated that there

are six vocabulary items must be taught to the students:

The form of the vocabulary (pronunciation and spelling)

Grammar form (irregular or regular)
Collocation
Aspects of meaning (connotation)
Meaning relationships (synonyms and antonyms)
Word formation

 The study further stated that vocabulary learning depends

on the learners strategy and motivation towards learning
new words.

According to Mohammad Reza et. al., the basic factors for

vocabulary learning which are important and should be
emphasized are:

The purpose of vocabulary learning

The real needs of vocabulary learning
The repetition and frequent exposure of vocabulary learning
The presentation of vocabulary learning needs to be meaningful
and clear

 how to teach
One thing for sure is that the major way in which vocabulary
knowledge is increased is by learning through context.

Learning through context or the written language normally

contains enough proportion of difficult or easy words for
learners to be exposed on.

incidental learning
reading plus vocabulary enhancement activities

norin

1)Original Video and Sound Effects

by Yassaei (2012)

Used the pictures-less technique (listening to the audio

before watching the video)
Taught modals of speculation

Other variation are different grammar points, teaching

vocabulary and teaching writing

2)Using Simple Poems by Hawanum (2004)

Obj: Adj, adj after linking verbs, basic sentence structure &
dictionary usage
Adjective Poems (Give students the pattern)
e.g.:

L1: Noun
L2: Same noun + is or are + adj.
L3: Same noun + is or are + adj1, adj.2
L4: Is or are + adj1, adj2, adj3
L5:Adj1, adj2, adj3,adj4
L6: New related noun

Finished Poem
L1:Coffee (title)
L2: Coffee is bitter
L3: Coffee is bitter, marvellous
L4: Is bitter, marvellous, satisfying, splendid
L5: bitter, marvellous, satisfying, splendid
L6: Coffee Bean

3) Using Games Yolageldili & Arikan (2011)

Findings:

Teachers believe that games are fun & have

pedagogical value
Games provide opportunities to show their skills
not only in grammar but other language areas too
An alternative to teach grammar but not use games
to break down boredom
Games should be given a special role in a foreign
language teaching programme

Some examples of language games by Claudia

Pesce
1) Timeline past perfect tense
2) Action! regular and irregular verbs
3) Celebrity Profiles verb tense
4) Celebrity Photos comparative and
superlatives
5) A or An? article