<<Approaches and procedures for teaching grammar>>

Grammatical rules enable learners to know and apply how such sentence patterns should be put together (Ur, 1999).
Teaching grammar should encompass language structure or sentence patterns, meaning and use.
PROEMINENCE
1. Reading
  1. Comprehend sentence interrelationship in a paragraph, a passage and a text.
2. Writing
  1. Put the ideas into intelligible sentences so that they can successfully communicate in a written form.
3. Listening
4. Speaking
  1. Grasping and expressing spoken language – expressions (Corder, 1988; Widodo, 2004).
IMPLICIT KNOWLEDGE
1. It is automatic and easily accessed and provides a great contribution to building communicative skills.
2. Implicit knowledge is unconscious, internalized knowledge of language that is easily accessed during spontaneous language tasks, written or spoken (Brown, 2000).
3. The child implicitly learns aspects of language (for example, phonological, syntactical, semantic, pragmatic rules for language), but does not have access to an explanation of those rules explicitly (Brown, 2000).
EXPLICIT KNOWLEDGE
1. It is conscious knowledge of grammatical rules learned through formal classroom instruction.
2. A person with explicit knowledge knows about language and the ability to articulate those facts in some way (Brown, 2000).
3. Explicit knowledge is also obtained through the practice of error correction,
INDUCTIVE APPROACH
1. An inductive approach comes from inductive reasoning stating that a reasoning progression proceeds from particulars - observations, measurements, or data - to generalities - rules, laws, concepts or theories (Felder & Henriques, 1995).
2. The learners learn the system of language - grammar or sentence rules- in the same way as children acquire their first or second language <<Natural Communication>>.
DEDUCTIVE APPROACH
1. It is derived from the notion that deductive reasoning works from the general to the specific. In this case, rules, principles, concepts, or theories are presented first, and then their applications are treated.
2. Learners be in control during practice and have less fear of drawing an incorrect conclusion related to how the target language is functioning. To sum up, the deductive approach commences with the presentation of a rule taught (Eisenstein 1987).
TEACHING GRAMMAR
1. 3) Familiarize students with the rule in use through exercises or rule practice.
  1. Exercises, checks for students’ comprehension, and encourages active student involvement - Familiarize the students with the grammatical item in use.
2. 2) Elicit functions of the rule or rule elicitation.
  1. Features of the sentence and tenses - Consolidate the students’ comprehension about what they have guessed in Step 1.
3. 1) Build up students’ knowledge of the rule or rule initiation.
  1. Leading questions and providing model sentences - Stimulate students’ self-confidence.
4. 4) Check students’ comprehension or rule activation.
  1. Assessment of student comprehension - Apply the concept of the grammatical item learned productively, not receptively.
5. 5) Expand students’ knowledge or rule enrichment.
  1. Activities to reinforce some concepts and even to relate new ones - Be expert in applying the rule on the basis of their cognitive capacity, differentiate between the concepts they already know and the newly introduced grammatical item.

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<<Approaches and procedures for teaching grammar>>

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