University of Algiers 2/Faculty of Foreign Languages/Department of English/ L3/S6/2022-23/Dr.

ARAR
INTRODUCTION TO DIDACTICS

LESSON 5: TEACHING AND ASSESSING SUB SKILLS:

GRAMMAR AND VOCABULARY

Knowledge about grammar and vocabulary is essential to achieve competence in the four language skills.
Therefore, it is necessary to understand these two components and learn about their principles and
teaching strategies.

A/ TEACHING GRAMMAR
1. Definition and Purpose
- Grammar refers to structure. It is often defined as the way words are put together to form correct
sentences. It is also applied to units smaller than a sentence
- Grammatical terminology includes language units (sentences clauses, phrases, words, and morphemes),
parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, auxiliary verbs
and modals) and parts of a sentence (subject, verb, object, complement, and adverbial).
- Grammatical structures have (morphosyntactic) form; they express meaning (semantics), in context-
appropriate use (pragmatics).
- Spoken and written grammars differ in many ways (use of contractions, shorter sentence structures,
simple tenses)
- Grammar has been the focus of different teaching methods and approaches. There is a renewed concern
for grammar because of its perceived importance in language learning and teaching; however, there is still
no agreement about the best way to teach grammar.
- Grammar teaching is not the transmission of knowledge but rather skill development (grammar if often
considered as the fifth skill). The point is not teaching grammatical rules to be memorized but to enable
students to use grammatical structures accurately, meaningfully, and appropriately.

2. Principles for grammar teaching

- Consider the three dimensions of grammar: form, meaning and use. Therefore, teachers have to use
activities that focus not only on grammatical forms, but also on their meaning and their appropriate use.
- Consider the learners’ readiness to learn the structure and adapt grammar teaching to their needs
- Build on learners’ prior knowledge (including knowledge of their mother tongue)
- The amount of time needed to teach a new structure depends on learners’ aptitude.
- Contextualise linguistic forms in situations of natural use (communicative and useful)
- Vary the form and order of presentation of grammatical structures by attempting different approaches
(to cater for different learning styles).
- Recycle structures in a course and repeat structures when necessary

3. Approaches to teaching grammar

Deductive approach: that is teaching grammar from rules. Rules are explicitly presented in a short, clear
and simple way, and illustrated with examples. Understating is checked and learners have the opportunity
to personalise the rules. Learners are then assigned practice activities (individual/pair/group)
Inductive approach: it is a rule-discovery approach. The teacher uses a variety of means to present
language structures and encourages learners to work out the rules for themselves. Learners move from
particulars (examples) to generalisations (rules). The activities can involve the use of pictures, realia, or
actions.
 University of Algiers 2/Faculty of Foreign Languages/Department of English/ L3/S6/2022-23/Dr. ARAR
INTRODUCTION TO DIDACTICS

Teaching grammar through texts (in-context): while the deductive and inductive approaches are rather
decontextualized, grammar is found to be best taught and practiced in context. This means using texts and
contexts (referring to particular situations or even to culture).

4. Types of Grammar Activities: awareness-raising; gap-filling; sentence transformation; splitting

sentences into their constituent; controlled or meaningful drilling; matching sentences to pictures; free
practice including role play and interviews; integrating grammar and writing (writing sentences or
paragraphs to practise the studied forms)

Consider an example of a grammar activity about future tenses in the joining file,
available on the following link
(https://www.teach-this.com/images/resources/future-board-game.pdf )

Assessing Grammar

Assessing grammar typically involves evaluating learners’ ability to use correct grammar in
their written or spoken language. Here are some ways to assess grammar:

- Fill-in-the-blank exercises: Provide a passage or sentence with missing words, and ask
the person to fill in the blanks with the correct grammar forms, such as verb tenses or
appropriate pronouns.
- Error identification: Provide a written passage or spoken sentence with errors in
grammar, such as subject-verb agreement, and ask the person to identify and correct
the errors.
- Sentence restructuring: Provide a sentence with errors in grammar or syntax, and ask
the person to restructure the sentence to make it grammatically correct.
- Writing prompts: Give the person a writing prompt and ask them to write a paragraph
or essay using correct grammar, punctuation, and syntax. Evaluate their writing for
grammar errors and overall clarity.
- Oral communication: Engage in conversation with the person and evaluate their
grammar skills in their spoken language. Pay attention to their use of grammar rules,
including verb tenses, subject-verb agreement, and word order.
- Multiple-choice quizzes: Create multiple-choice quizzes that cover different aspects of
grammar, such as verb tenses, prepositions, or conjunctions. Evaluate the person's
performance based on their score.

It is important to choose an appropriate method based on learners’ level of proficiency and

learning goals. Additionally, providing feedback and guidance on areas where the person
needs improvement can be helpful in improving their grammar skills.
 University of Algiers 2/Faculty of Foreign Languages/Department of English/ L3/S6/2022-23/Dr. ARAR
INTRODUCTION TO DIDACTICS

B/ TEACHING VOCABULARY:

1. Definition
- Learning vocabulary is essential in any language. Wilkins (1972) notes that ‘‘Without grammar very
little can be conveyed; without vocabulary, nothing can be conveyed”.
- Vocabulary refers to words we use to communicate in oral and written language.
- Receptive vocabulary refers to the words we understand through reading and listening. Productive
vocabulary refers to the words we use to communicate through writing and speaking.
- Words have shape /form, pronunciation, structure/parts, meaning, grammatical function, and use.
- Languages are different in terms of word or vocabulary building.
- In teaching vocabulary, the idea of ‘root’, prefixes and suffixes helps learners build a larger vocabulary
quickly, with a variety of words from one base form. It is important to point to these connections in order
to expand the vocabulary they already know.
- Relationships between words include definitions, synonymy, antonymy, hyponymy, polysemy,
homonymy…
- Words may have different meanings according to the context they appear in; therefore, it is important to
teach vocabulary in context.

2. Principles of Vocabulary Teaching

- Teaching vocabulary can be done explicitly or implicitly.
- Encouraging learners to figure out the meaning of words according to their context and to avoid the
reliance on direct translation from their mother tongue.
- Teaching should direct attention to the sound of new words, particularly the way they are stressed.
- Learners need multiple exposures to words and they need to retrieve words from memory repeatedly.
- Memory of new words can be reinforced if they are used to express personally relevant meanings.
- It is equally important to link vocabulary teaching with language production, either in speech or in
writing.
- Classroom sources of vocabulary include lists of vocabulary definitions/synonyms/opposites; course
books, dictionaries, the teacher, and other learners

3. Strategies for Vocabulary Teaching

- Using a picture or a real object: drawing on the board, or using textbook/magazine/ newspaper.
- Using mime or gesture: engaging learners into a guessing practice or to check that they understand.
- Giving examples of the words in a different context and asking students to guess: For example, you
could say: ‘The boat was propelled across the water by the wind.’
- Explaining what the word means in English: Ask questions to make sure that your students understand
the meaning.
- Finding or matching words with definitions, synonyms, antonyms…
- Encouraging students to use the dictionary.
- Using word games: crosswords, classifying words in tables, word networks
- Asking learners to write sentences or paragraphs using specific words.
 University of Algiers 2/Faculty of Foreign Languages/Department of English/ L3/S6/2022-23/Dr. ARAR
INTRODUCTION TO DIDACTICS

Therefore vocabulary teaching can involve the integration of different language skills.

Consider examples of vocabulary activities in in the joining file,

available on the following link
(https://education.missouri.edu/wp-content/uploads/sites/21/2012/10/Vocabulary-Lesson-
Classroom-Ideas.pdf )

Assessing Vocabulary
Assessing vocabulary typically involves evaluating learners’ ability to understand and use a
range of words in their written or spoken language. Here are some ways to test someone's
vocabulary skills:
- Synonym and Antonym Test: Provide a list of words and ask the person to identify
synonyms or antonyms for each word. This can help evaluate their understanding of
word meanings and relationships.
- Fill-in-the-Blank Exercises: Provide a passage or sentence with missing words, and
ask the person to fill in the blanks with appropriate vocabulary words that fit the
context.
- Contextual Clues: Provide a sentence or passage with an unfamiliar word and ask the
person to use contextual clues to guess the meaning of the word.
- Picture Vocabulary Test: Provide a picture and ask the person to identify the objects in
the picture and describe them using appropriate vocabulary words.
- Multiple-Choice Quiz: Create a multiple-choice quiz with questions that cover
different aspects of vocabulary, such as word meanings, synonyms, antonyms, and
idiomatic expressions.
- Writing Prompts: Give the person a writing prompt and ask them to write a paragraph
or essay using appropriate vocabulary words. Evaluate their writing for appropriate
use of vocabulary and clarity.

It is important to choose an appropriate method based on learners’ level of proficiency and

learning goals. Additionally, providing feedback and guidance on areas where the person
needs improvement can be helpful in improving their vocabulary skills.