Covert & Overt Approaches.pptx

WEEK 1 COVERT & OVERT APPROACHES IN TEACHING GRAMMAR

PRESENTED BY: NURUL NABIHAH NASIR NUR FITRAHANA MUHAMMAD FAIZUL RIDZUAN

COVERT AND OVERT APPROACHES

COVERT AND Overt APPROACHES IN TEACHING GRAMMAR COVERT GRAMMAR TEACHING • Teacher gets pupils involved in using the structure without drawing their attention to grammatical rules. • Students attention is focused on the activity and not the grammar rules but they have ample opportunity to practice the quest form. • Example activities : Singing, storytelling and poem recitation

OVERT GRAMMAR TEACHING • Teacher explicitly explains the rules when presenting the new lang. • 2 options are available : a) Deductive approach teacher presents the rule/pattern/generalization and goes to the practices. b) Inductive approach/discovery method - Students are first given a numb of simple sentences (contain target forms), then teacher guides the rules.

DEDUCTIVE APPROACH (RULE-DRIVEN LEARNING) Starts with the presentation of a rule and is followed by examples in which the rule is applied.

EXAMPLE OF DEDUCTIVE APPROACH SUBJECT AND OBJECT PRONOUNS The subject is the person or thing doing the action: I left early She went home Examples of rule We said goodbye The object is the person or thing receiving the action: She telephoned me I hit him Examples of rule We saw her

ADVANTAGES

DISADVANTAGES

It gets straight to the point and can therefore be time saving. Allow more time on practices and application.

Starting the lesson with a grammar presentation may be off putting for some students. (do not have sufficient metalanguage- language used to talk about grammar terminology)

Acknowledges the role of cognitive processes in language acquisition.

Students do not have much opportunity to get involve (teachercentered)

Confirms students’ expectations about classroom learning particularly for students with analytical learning style.

Explanation is seldom memorable.

Allows teacher to deal with language Encourages belief that learning a points as they come up, rather than language is simply a case of knowing having to prepare for them in the rules. advance.

Students are given a sample and the teacher guides them in discovering the grammar rules used in the sample.

ADVANTAGES Make the rules more meaningful, memorable and serviceable.

DISADVANTAGES May mislead students that the rule is the objective instead of the meaning.

Mental effort involved ensures a greater Time consuming degree of cognitive depth (greater memorability)

Students are actively involved.

Students may hypothesis wrong rule

An approach which favours pattern recognition and problem solving abilities.

Place heavy demands on teachers in planning a lesson.

Extra language practice (if problem solving is done collaboratively)

Frustrates students who prefer simply to be told the rules.

Self reliance.