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Faculty of Humanities Sharing Session

Enriching the Student Learning Experience – Grammar Teaching & Learning Jackie Lee 30 October 2013

J Lee J. L

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What are my students students’ needs? • Grammar knowledge development • Teaching grammar in schools • For BEd (EL) Year 3 & 4 students: st dents Passing ITELP/ LPAT (Error Correction and Explanation) to graduate

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Challenges 1 What is grammar? 1. 2 What materials should I use? 2. 3. H How should h ld I deliver d li the th content t t so th thatt my students can translate their learning into classroom l practice ti iin th their i ffuture t tteaching? hi ?

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What is grammar? Do you like grammar?

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The Comparative & The Superlative J. Lee

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What does grammar teaching involve? J. Lee

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Grammar is a means to an end,, but not an end. g needs to be integrated g 2. Grammar teaching into the teaching of speaking, listening, writing, and reading skills. 3. Grammar needs d to b be taught h through h h engaging learners in meaningful and motivating activities. activities 4. Teaching needs to be informed by descriptions of grammar which accurately reflect authentic language and show how grammar is a resource for making and exchanging meanings in context.

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How to engage learners and enhance learning experience 1. U Use off authentic h i materials i l relevant l to reall lif life context 2. Community issues 3. Inductive discovery approach 4. Use of songs and games 5. Assessment //student tasks 5 6. Teaching, FE supervision and research loop

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1 Use of authentic texts 1. Advantages : • Increase the learners’ interest and hold their attention. attention More interesting than textbook materials because they are characterised by the “genuineness of ti time, location, l ti and d people” l ” (Wong, (W Kwok & Choi, 1995: 318).

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1 Use 1. U off authentic h i texts - End E d weight i h • A total of 120 secondary students from four different secondary schools and 30 university students from two different universities in Hong Kong, all ethnic Chinese l learning i English E li h as a second d language l with i hC Cantonese as their mother tongue, were involved. • The field test involved a total of 120 secondary students from four different secondary schools and 30 university students d from f two different diff universities i i i iin Hong Kong, all ethnic Chinese learning English as a second language with Cantonese as their mother tongue. Sentence beginning

Sentence end

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2. Use of community issues  Design lessons that couple grammar-focus with l l concerns local ◦ Give students space to explore issues directly relevant l to their h own lives l ◦ Help students understand some of the ideological implications of grammar in authentic discourse contexts

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2. Use of community issues - Passive voice (text comparison) Text 1: Multi-entryy p permits help p thousands of J. Lee

parallel traders cross into HK daily More than 3,000 parallel traders are crossing the border every day and over half of them are Shenzhen residents with multi-entry visit permits, according to government sources. sources Hundreds of people protested at Sheung Shui MTR station over the weekend, resulting in ugly scenes and scuffles with parallel traders. "At least 3,000 to 4,000 parallel traders are in operation every day. More than half are mainlanders who carry multiple-entry permits," the source said. "Th make "They k at least l two return trips i ad day, b but some can make four to five."

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2. Use of community issues - Passive voice (text comparison) J. Lee

Text 2: Heart sufferer dies in hospital oxygen gaffe A patient critically ill with flu and heart infection has died in Queen Mary Hospital after an oxygen tube was disconnected from a life lif support machine. hi Doctors and nurses are usually responsible for ensuring the proper connection of an oxygen tube to the machine, machine but a hospital spokeswoman said yesterday no one has yet been disciplined. The patient was transferred from Caritas Medical Centre in Sham Shui Po on August 22 for treatment for acute myocarditis infection of the heart muscle - and a slow heart rate. rate The hospital said the patient, whose gender and age are not being disclosed, was diagnosed with ``parainfluenza infection and rapid decline of heart function.''

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2. Use of community issues 2 Subordination J. Lee

C Construction t ti off experiential i ti l meaning i Crazy Woman Misses Flight

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2 Use 2. U off community i iissues - Subordination S b di i Cathay apologises over YouTube clip of tantrum

A woman passenger whose astonishing temper tantrum h been has b watched h d by b more than h 5 million illi YouTube Y T b viewers (when she missed a flight from Hong Kong) was given an apology and upgrade after complaining about the embarrassment the video caused her. The airline employee who filmed the middle-aged woman throwing herself on the floor in a three-minute three minute screaming fit (when she arrived at the gate too late to board a flight to San Francisco) has also been disciplined, Cathay Pacific said last night.

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2. Use of community issues - Subordination Cathay apologises over YouTube clip of tantrum "She She was surprisingly quiet and dignified in the meeting," an airport source said. "She didn't raise her voice once and kept very calm as she explained (how much embarrassment the YouTube video had caused her) her). She said that all her friends and family had seen it."

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Hong Kong girl slaps her kneeling boyfriend 14 times on street J. Lee

1. Clearly agitated, the man's girlfriend shouts: "Why did you ask her to go home with you? Your girlfriend is right here and you want to bring another girl home with you!" 2 More than once 2. once, he can be seen turning to the cousin pleading for her to say something. At one point, he shouted: "Why don't you say something? I didn't do anything. Why are you maligning me?!" 3. A male voice can be heard commenting throughout the h video: id ""…at least l b break k up with i hh her if you're ' not fighting back… Taking more than 10 slaps, not enough? Still want more? Does he need to kneel on broken glass?"

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HK reporters t ki kicked k d outt off APEC summit Male HK reporter:

Have you met CY Leung?

Female HK reporter: F Female l HK reporter:

Will you apologize to Hong Kong people for the Manila tragedy? C you give Can i us the h answer??

Male HK reporter:

So you’re ignoring Hong Kong people, right?

Female HK reporter: Female APEC Staff:

It’s been a few years. Can you give us an answer? You know that decency is including not screaming! You do understand that!

p Male HK reporter: Female APEC Staff:

Well,, I’m jjust questioning. q g I’m not screaming, g, OK? That’s OK! You know that is not at all the level of decency! Now

Male APEC staff 1:

out! You ambushed one of our visitors …

Male APEC Staff 2:

I’m not happy the way you did it. That’s not the way, that’s not the

Female HK reporter:

way. This is about the economy. Get out now! Why? Wait!

Male APEC Staff 1:

I need security to help escort these people out please when you need to take their badges back. Thank you.

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Use of community issues – Information packaging Edison Chen’s p photo scandal apology p gy – http://www.youtube.com/watch?v=UnsJBlZVs_A

Discussion Many people think that Edison Chen’s Chen s apology was well-written. How did he/his lawyer structure it to seek forgiveness from the public?

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I admit d it that th t mostt off the th photos h t being b i circulated i l t d on the th Internet I t t were taken t k by b me. But B t these th photos were very private and have not been shown to people and were never intended to be shown to anyone. anyone These photos were stolen from me illegally and distributed without my consent. There is no doubt whoever obtained these photos have been uploading them on the Internet with malicious and deliberate intent. This matter has deteriorated to the extent that societyy as a whole has been affected by this, and in this regard, I am deeply saddened. I would like now to apologise to all the people for all the suffering that has been caused and the problems that have arisen from this. I would like to apologise to all the ladies and to all their families for any harm or hurt that they have been feeling. I am sorry. I would like to also apologise to my mother and my father for the pain and the suffering I have caused them during these past few weeks. Most importantly, I would like to say sorry to all the people of Hong Kong. I give my apology sincerely to you all, unreservedly and with my heart.

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3. Inductive discovery approach “Tell me and I’ll fforget. g Show me and I may not remember. Let me try and I’ll understand! understand!”

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A scary team of ghouls, goblins and ghosts are on the hunt for apprentices pp to jjoin them for some mischief-making in Hong Kong this Halloween! There are costume p parties,, decked-out shopping pp g malls and gruesome edibles that are sure to put you in a p partyy mood to celebrate All Hallows’ Eve. So g get your freaky frocks and outlandish outfits on for one hell of a bash in the Halloween p partyy capital p of Asia.

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A scary team of ghouls, goblins and ghosts are on the hunt for apprentices pp to jjoin them for some mischief-making in Hong Kong this Halloween! There are costume p parties,, decked-out shopping pp g malls and gruesome edibles that are sure to put you in a p partyy mood to celebrate All Hallows’ Eve. So g get your freaky frocks and outlandish outfits on for one hell of a bash in the Halloween p partyy capital p of Asia.

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3. Inductive discovery approach Comparison great big scary gruesome

ssure re freaky outlandish

Comparative? C ti ? Superlative?

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3. Inductive discovery approach – Comparison Corpus Search: http://www natcorp ox ac uk/ http://www.natcorp.ox.ac.uk/

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3. Inductive discovery approach – Comparison 2-syllable adjectives

• •

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sure gruesome freaky scary gentle simple common clever quiet polite deadly friendly complex l fruitful

Inflected ‘-er’

Analytic ‘more’

(48)) surer (4

more sure ((20))

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4. Use of songs and games • Integrating songs and games into the language learning sequence so that students can ‘learn’ and have ‘fun’ at the same time. • Songs can be used with students of various levels,, from beginners g to universityy students.

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4. Use of songs and gamesPseudo-cleft & existential structures What the world needs now is love What h the h world ld needs d now is i love, l sweet love l it's the only thing that there's just too little of What the world needs now is love, love sweet love, love no not just for some but for everyone. Lord, we don don'tt need another mountain, there are mountains and hillsides enough to climb There are oceans and rivers enough to cross, enough to last 'til the end of time.

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The Mum Song What a mum says in 24 hours is condensed into this song. Get up now Get up now Get up out of bed Wash your face Brush your teeth Comb your sleepy head Here's your clothes A d your shoes And h Hear the words I said Get up now Get up and make your bed Are you hot? Are yyou cold? Are you wearing that? Where’s your books and your lunch and your homework at?

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4. Use of songs and games

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4. Use of songs and games

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4. Use of songs g and games g Locate pairs – irregular nouns

lily

lilies

sheep

sheep

knife

knives

fork

forks

flower

flowers

wolf

wolves

mouse

mice

soil

soil

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Guessing Game – Big TV(超級無敵大電視) (relative clause)

Leung Ch L Chun Yi Ying (who/whom)

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5 Assessment / Student Tasks 5. What a Parents

want is that their children are taken

care of. There is one error in this item. One possible way to correct the error is that the writer can add the _______________________ pronoun / question word / wh-word ‘What’ at the beginning before the noun ‘parents’ beginning, parents , and ‘What What parents want’ is then the __________ of the subject sentence sentence.

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5. Assessment / Student Tasks J. Lee

Group project on Error Correction and Explanation P i Primary 5

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5. Assessment / Student Tasks Item 3

She teach us patient

Explanation: There are two problems in this item. item The first error is subject-verb agreement. The writer needs to replace ‘teach’ teach by ‘teaches’ teaches to agree with ‘She’ She because the subject ‘She’ is a third person singular subject pronoun. The second problem in the item is the word class class. The writer should replace the adjective ‘patient’ with the adverb ‘patiently’ patiently to modify the verb ‘teaches’ teaches .

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6. Teaching-FE 6 T hi FE S Supervision-Research i i R h Loop oop

Teaching

Research

FE supervision

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6. Teaching-FE Supervision-Research Loop Table 1

Wh-words – correct responses (%) Questions

L

M

H

Total

1. 2. 3.

What will you do this Saturday? How long is the river? Where do you live?

84.6 26.9 92.3

96.3 92.6 100.0

96.7 96.7 100.0

92.8 73.5 97.6

4. 5. 6. 7. 8 8. 9.

How often do you exercise? Who broke the window? Why are you happy? How many books did you buy? H How much h did they h cost? ? When did you call me?

8.0 96.2 84.6 84.6 50 0 50.0 76.9

70.4 100.0 100.0 100.0 92 6 92.6 100.0

70.0 100.0 96.7 100.0 90 0 90.0 100.0

50.6 98.8 94.0 95.2 78 3 78.3 92.8

10. 11. 12. 13. 14. 15 15.

Which is your watch? How far is your home from …? Whose are these bags? How did you go there? How old is your cousin? How tall is your dad?

53.8 23.1 19.2 46.2 57.7 30 8 30.8

70.4 63.0 37.0 88.9 96.3 55 6 55.6

93.3 73.3 76.7 100.0 96.7 90 0 90.0

73.5 54.2 45.8 79.5 84.3 60 2 60.2

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6. Teaching-FE Supervision-Research Loop • FE supervision ▫ A pre-service student taught ‘Pronouns’ to a Secondaryy 1 class

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Personal Pronouns Subject pronouns I miss home. You are a good boy. boy We went to the party. They h had h db been tired i d He is a good boy. She loves painting. It is so cute.

Object pronouns Please go with me. I like you. you Wong lied to us. The h staff ff talked lk d to them. h Jane invited him. Did you see her? John broke it.

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Possessive Pronouns

Possessive Take Adjectives Difference? your feet J. Lee

off ff the h table.

Yours Your ours Ours = Our car My = pronoun? Mine your feet HisOurs =            Our                carHis It’ss not It Hers Her Possessive Adj + Noun Possessive Adj + Noun your + our car. Noun Ours Our ? + Noun Th i Theirs Th i Their Ours  = Our car It’s not Its Its ours. Possessive Pronoun = Possessive Adj j + Nounyour = POSSESSIVE  POSSESS  OWN e.g. That That’ss my pen. (The pen belongs to me)

POSSESSI VE Adj Adjective i

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How can we teach pronouns more effectively?

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Students’ Feedback • I love attending your lectures and tutorials since I love those songs. I remembered a lot of songs that you used in the lectures, lectures like The Mom Song, Song Tell Laura I Love Her, A Tin Soldier, Torn Between Two Lovers and so on. • I know k o you o prepared e a ed a lot befo beforee o our lessons. lesso s I like all your lectures and tutorials. I love the songs, videos, games... all the useful materials you prepared for us. ( (especially i ll I appreciate i t a lot l t off your effort ff t and d ti time off making the extra LPATE / individual exercises for us. ) Because of you I start to love grammar. L Learning i grammar is i so useful f l ffor me to analyse l a complex text. I can understand the newspaper much better now. It is all because of you.