Abstract:

Through the production of a set of teaching materials, this project aims to further consolidate the teaching and learning of grammar among “at-risk” students on a mandatory remedial programme “Accelerated Learning Track” (ALT) offered by the Centre for Language in Education. Emphasis is put on systematic identification of self-analysis of one’s language, the adoption of a “grammar in context” approach to consolidate more authenic learning of English, which deviate from traditional “sentence-level” grammar exercises with a gap-filling or multiple-choice format. ALT Students and teachers completed a survey that reflects their attitudes towards different ELT teaching/ learning approaches. The results inform the project of students’ needs and teachers’ needs over the issue of “how grammar can/ should be taught”. On the other hand, expertise and insights drawn from English public tests such as IELTS and LPATE are also referred to in the discussion of how “common English errors” can best be approached given the local students’ needs, levels and their ability to grasp metalanguage given the way grammar has been taught in schools in the local context. The completed set of teaching materials can be used for classroom, blended learning and self-study/ self-access purposes.

Code:

T0196

Principal Project Supervisors:

• CHU, Wing Ki Blanche

Keywords provided by authors:

• New Language Policy
• IELTS Grammar Descriptors
• IELTS Bands Samples
• Grammar in Context
• Independent Learning Strategy

Start Date:

01 Aug 2017

End Date:

31 Jul 2018

Status:

Completed

Result:

A set of "grammar in context" materials is produced to enable students to learn grammar through (i) error analysis and correction, (ii) "noticing" and "discovering" grammatical patterns and their meanings in texts and (iii) a "reading-into-grammar" approach. These materials are designed for various modes of delivery: whole-class teaching, one-to-one consultative  sessions, blended learning, and self-study/ self-access modes. The process of surveying students' and teachers' needs also allows the project participants to have a clearer understandning of the occasional "mismatch" between students expectations and teachers' expectations, as well as some of the deep-seated biases/ misunderstanding towards the teaching and learning of grammar.

Impact:

The ability of "at-risk" students to develop self-analysis of their language, as well as the use of a "grammar-in-context" approach in the design of teaching materials at the tertiary level, allows students and teachers to strike a balance between various English Language Teaching (ELT) approaches that have so far informed frontline instruction for Second Language Acquisition. A very important impact is the start of a conceptual change and discussion of what "at-risk" students are capable of doing when it comes to the teaching and learning of grammar. While some teachers feel "at-risk" students are not capable of a more advanced level of language analysis and thus call for explicit instruction of grammar teaching, "at-risk" students at the tertiary level may need or benefit more from an inductive approach of grammar teaching and learning.

Deliverables:

Teaching and Learning Resources/ Materials (including online resources) 

ALT workshop materials
IELTS self-diagnosis for ALT one-to-one consultative sessions
IELTS grammar-in-reading learning materials for ALT blending learning

Financial Year:

2015-16

Type:

TDG