Teacher’s Tips: Online Grammar Teaching and Learning

Miss Aleyda and classmates

How are you?

I never have internet until I have studied in a university because I don’t like it , but in this moment, It is useful and necessary for me.

I have discovered a lot of things that I never use it for example download materials for my classes.

In the internet, we can access to a wide range of resources, the attractive layout and graphics, links to numerous other sites and the students getting feedback without teachers having to mark their work.

In my opinion , we have to pay attention about information that we get from the internet because we don’t know if it is true.

Alicia

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Teaching ESL Students to “Notice” Grammar

Miss Aleyda and classmates

How are you?

They discussed about the different between explicit and implicit knowledge. Explicit knowledge is conscious knowledge of grammar rules learned through formal classroom instruction. Implicit knowledge is unconscious, internalized knowledge of a language that is available for spontaneous speech. We have two cases one this person knows rule about subject-verb , but he has problem when he speaks and sometimes he thinks about the rules before speaks.

Other case is a man who speaks perfect but he doesn’t know anything about subject-verb.

Krashen said that explicit knowledge can never become implicit knowledge because these two types of knowledge are located in different parts of the brain.

It is very important to analyze what Krashen said because my students are so different and they apply information in different ways.

Alicia

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Empowering English Teachers to Grapple with Errors in Grammar

Miss Aleyda and classmates

How are you?

This article is about how teachers can detect error when our students have different mistakes in their contexts.

They said that errors were indispensable to learners since the making of errors can be regarded as ” a device the learner uses in order to learn” (Selinker 1992: 150). Research has provided empirical evidence pointing to emphasis on learners” errors as an effective means of improving grammatical accuracy (White et al,1991; Carrol and Swain, 1993; Traheyand White, 1993).

The students need to recognise the significance of errors which occurs in their writing, to fully grasp and understand the nature of the errors made.

English language teachers require to be better equipped, more sensitive and aware of the difficulties students face with regard to grammar.

The author has a 3-step approach which he adapted to enable identification and analysis of students errors and the steps are:

• Where is the problem? Identification of error
• What is the type of problem? Definition and classification of error.

• How can you explain the problem? Explanation of rule and exemplification.

In conclusion, sometimes we don’t recognize and correct our students errors but in the future we are going to do.

Alicia

 

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