Internal Grammars

UNLPam – Facultad de CienciasHumanas
PRÁCTICA EDUCATIVA II
(Didactics of ELT and Practicum at Primary School Level)

Blanco Gallego, Fátima

Practical N° 19
INTERNAL GRAMMARS
1. How will learners meet pedagogical grammars?
Learners will meet pedagogical grammar not only from a learners’ grammar book
(directly) but also through lessons, teacher explanations and text books (indirectly).
2. What are the characteristics of an internal grammar? What other name does
it receive?
It is necessary to make a distinction between the grammar previously mentioned
and what any individual learner actually learns about the patterns of the language:
his or her “internal grammar” of the language. Every learner’s internal grammar is
different from every other’s because each has a unique learning experience.
Internal grammar is sometimes referred to as “interlanguage” or as “linguistic
competence”.
3. How does the difference between teaching and learning apply to it?
The fact that teachers teach a certain grammatical structure does not mean that
the students will learn it. Learners may have been taught a piece of grammar on
the syllabus, but may not be able to use that grammatical form in talking or writing.
Learners seem to use words or chunks strung together to get their meanings
across, with little attention paid to grammar that would fit words or chunks together
in conventional patterns.
4. What factors influence the growth from words to grammar?
Social factors will influence the actual need for grammar to communicate. If you
can get your message through without grammar, as when a very small knowledge
of a language makes it possible to buy food in a foreign shop by naming the item
and amount, then there may be little impulse to drive grammar learning.

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5. How does hypothesis testing proceed?
Hypothesis testing are metal processes that are evidenced from a very early age.
For instance, if a baby drops her spoon and someone picks it up for her, and then
drops it again and it is picked up again, the baby will construct a hypothesis “If I
drop my spoon, it will be picked up for me” and she will be testing it through
repeated trials. The same occurs with grammar. Children do nt just produce
random words ordering and forms, but they somehow work out how to use the
language and then try out their hypothesis in saying things. It is as if the child has
worked out a “grammar rule” and is testing it out. Later, as they get more input, so
the hypothesis will change.
6. What is the importance of errors?
Errors in language use can act as windows on to the developing internal grammar
of the learner and are signals of growth. They can also suggest what type of
teacher intervention may assist learning.
7. What is the influence of the L1 over the L2? OVERGENERALIZATIONS
TRANSFER.
Constructing hypothesis about the foreign language is much more difficult than for
the first language, simply because the learners have relatively little amounts of
data to work on. When you encounter few words and phrases, it is quite difficult to
work out grammatical rules, and hypotheses are likely to be over-generalized and
incomplete. When data is limited, learners are more likely to use the first language
to fill the gaps. So, learners may assume, as a kind of default that the foreign
language grammar works like the first language grammar (transfer).
8. Explain different ways to teach grammar. Summarize them.
Grammar teaching has been as susceptible as other aspects of FLT to trends.
There are different ways of teaching grammar:
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 Teaching grammar as explicit rules: learning as building blocks.
Grammar rules are introduced one-by-one, explicitly, to the learners. Metalinguistic
labels are used to talk explicitly about the grammar, e.g. “the past perfect tense”,
and the terms and organization needed to talk about the language become another
part of what has to be learnt. Learners are expected to learn the rules and to
practice using the rules to construct sentences. After more practice, the
assumption is that the rules get to be used automatically. To teach the language
this way, the structures or rules are sorted into a sequence, assumed to progress
from “easy” to “difficult”, and the sequence forms a syllabus. The ways of thinking
needed to cope with learning through explicit grammar rules are likely to be difficult
for younger children. The building block sequencing also does not fit very
comfortably with younger children’s tendency for the thematic or narrative.
Even the youngest children are intrigued by the way their first language works and
this curiosity is likely to be felt about the foreign language. Children notice patterns
as they make sense of the world around them and it may be fruitful to make use of
curiosity and pattern-noticing in foreign language learning.
Young children are quite capable of learning terms like words, sentences, letter
moving on to learn about word classes, and their labels (nouns, verbs, adjectives,
adverbs, prepositions), about a sentence construction (from seeing punctuation in
written English) and early ideas about clauses as part of sentences.
 Communicative approaches: no grammar needed.
Being able to talk about the language is very different from being able to talk in the
language, and it was a reaction to the lack of fluency and ease with the foreign
language, experienced by many of those taught by grammar translation, that led to
the development of communicative language teaching. A central tenet of CLT was
that learners would learn the language by using it to communicate with others. The
process of foreign language learning was supposed to resemble child first
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language acquisition, where it all just happens without any direct or explicit
teaching. It is questionable whether such a strong form of CLT was ever adopted in
practice. More likely is that obvious weaker forms were taken up, with attempts to
make language practice activities more realistic. What certainly happened to
grammar teaching was a downgrading of its importance in foreign language
classrooms.
A form of CLT that is based entirely on listening to comprehensible input is Total
Physical Response (TPR). Students listen to commands in the foreign language
and respond only through movement and action. The difficulty of the input is
gradually increased and eventually students take over the teacher’s role and give
commands in the foreign language. It is claimed that learners develop skills in
listening and in speaking through TPR, and it has been shown to be particularly
appropriate for beginners. Along with other “no grammar” approaches, however,
there seem to be limits to what can be achieved without some attention to output
and to grammar.
 Focus on form: the revival of grammar teaching.
This method trails the theory that second language learning could follow the same
route as first language acquisition. Children do pick up the foreign language quickly
and develop very good accents and listening skills. They can achieve good results
through the second language. But in terms of grammar, children taught through the
second language do not develop the same levels of accuracy as native speakers
and, without this attention to the form of the language, problems with basic
structures continue. In subject classrooms, learners seem to bypass aspects of
grammar, where more attention is paid to the subject content than to the language
that carries it. Furthermore, if all pupils in a class are second language learners,
the language that they use with each other can contain and reinforce inaccuracies
in grammar.

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Grammar may emerge naturally in first language, it may even be genetically
determined, but grammar of a foreign language is “foreign” , and grammar
development requires skilled planning of tasks and lessons, and explicit teaching.
From the learners’ point of view, it is increasingly recognized that attention to form
is vital and that learners need to be helped to notice the grammatical patterns of
the foreign language, before they can make those patterns part of their internal
grammar.
Not only are noticing and attention needed in input , but in output too, learners
need to be helped to focus on the accuracy and precision of their language use.
The potential of collaborative work in pairs and groups for grammar work is also
being increasingly recognized. Batstone suggested sequencing of grammar
learning activities around particular patterns or structures:

Noticing
(Learners became aware of the structure, notice connections between form and
meaning, but do not themselves manipulate language).

Structure
(Bring the new grammar patterns into the learners internal grammar and, if
necessary, recognizing the internal grammar. It requires controlled practice around
form and meaning).

Proceduralizing
(The stage of making the new grammar ready for instant and fluent use in
communication, and requires practice in choosing and using the form to express
meaning).
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 Learning-centred grammar teaching.
Young learners need to be surrounded by and participate in meaningful discourse
in the foreign language, and it would not be conceptually appropriate for grammar
to be explicitly taught as formal, explicit rules in young learners classrooms to
children under the age of 9 or 9 years. However, it is important for teachers to have
an awareness of grammar issues, and to have techniques that they can take
advantage of learning opportunities that arise when learners need grammar to take
their language learning forward and can bring grammatical features of stories,
dialogues, songs, etc. to the attention of even the youngest children non-formal
ways. Good learning-centered grammar teaching will be meaningful and
interesting, require active participation from learners, and will work with how
children learn and what they are capable of learning.
Teaching techniques for supporting grammar learning
 Working with discourse to grammar.
Many types of discourse that occur in young learner classrooms have grammatical
patterns that occur naturally, but that can be exploited for grammar learning.
Classroom discourse contexts and routines can serve to introduce new grammar,
which access to meaning supported by action and objects, or to give further
practice in language that has already been introduced in other ways. Routines are
an ideal context in which chunks can be expanded.
 The language of classroom management.
Some very simple phrases for classroom management can be introduced, and as
time goes by, these can be expanded. Some of the phrases originally used by the
teacher can be used by pupils when they work in pairs or groups. The language of
classroom management can thus act as a meaningful discourse context within
which certain patterns arise regularly and help with building the internal grammar.
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 Taking with children.
Conversation with individual children can be very powerful for language
development, because they can pick up on exactly what and individual child needs
to know next to talk about interests him or her, the “space for growth”. If a child
volunteers something in the first language or in what they can manage of the
foreign language, the teacher can respond in the foreign language, offering a fuller
or ore correct way of saying it. This type of “corrective feedback” can also be used
for expanding the talk. Talk with children as a class can also offer incidental
focusing on form.
 Guided noticing activities.
Those are which lead to noticing of grammatical patterns in the language.
 Listen and notice.
Pupils listen to sentences or to a connected piece of talk and complete a table or
grid using what they hear. In order to complete the table, they need to pay attention
to the grammar aspect being taught.
 Presentation of new language with pupils.
In language syllabuses that require teachers to present new language regularly to
children, the idea of learner-noticing can be helpfully introduced into more
traditional ways of teaching grammar. When introducing a new pattern, the teacher
can construct a dialogue with a story-line that uses a “repetition plus contrast”
pattern, to be played out by puppets.
 Language practice activities that offer structuring opportunities.
In structuring activities the goal is to help learners internalize the grammatical
pattern so that it becomes part of their internal grammar. The focus is on internal

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work that happens as a result of activities that demand accuracy, rather than on
fluency in production.
 Questionnaires, surveys and quizzes.
These are commonly found in young leaner course books, children are asked to
interview their friends to find out their favourite food, for example. The teacher
needs to plan which language forms the pupils will be encouraged to use.
 Information gap activities.
Activities with information gaps are often found in course books to practice skills.
Again, with just small adjustments, they can be used with grammar goals rather
than oral fluency goals.
 Helping hands.
This is nice practice that offers opportunities for structuring the simple present for
routines. The topic was helping in the house, and the children, aged 5 or 5 years
as I recall, had drawn round their hands and cut out the hand shape. On each
finger they wrote one sentence describing something they do to help at home. The
paper cut-outs were then displayed on the wall, making a kind of palm tree out of
the hand shapes.
 Drills and chants.
Drills are a useful way of giving all children same speaking practice when the class
is too large for individual speaking. They also offer language and involvement
support to children when used to practice new language, because the child can
listen to others to pick up bits that she or he is unsure about, and drills can be lively
and fun if the pace is kept up. The dangers of over-using drills occur mostly if the
children do not understand the content, and drills are then a mechanical exercise in
making a noise, rather than language learning opportunities. Repetition drills, in

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which the children repeat what the teacher says, can help in familiarizing a new
form.
 Proceduralizing activities.
We want learners to automatize their use of the grammatical form so that it is
available quickly and effectively for use in communication. Task design must
ensure that grammar is essential for achieving task goals and that some attention
to accuracy is required, but the idea is that attention to accuracy can gradually be
relaxed as it becomes automatic.
 (Polar animal)Description re-visited.
The production of a description to the whole class might then be a useful
proceduralizing activity for those items of grammar. Because it is a public
performance, it will justify attention to getting forms exactly right through rehearsing
and perhaps writing down a text.
 Dictogloss.
This is a generic activity that offers many possibilities for young learner classroom
once reading and writing are established. The basic idea of Dictogloss is that the
teacher reads out a text several times, the pupils listen and make notes between
readings, and then reconstruct the text in pairs or small groups, aiming to be as
close as possible to the original and as accurate as possible. During the
collaborative reconstruction, learners will talk to each other about the language, as
well as the content, drawing on and making their internal grammatical knowledge.
In Vygotsky terms, if the text is carefully chosen, learners will be working in their
zone of potential development and their peers may scaffold learning in the ZPD.

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 Introducing metalanguage.
Teacher uses repetitions + contrast pattern, and formulate the “rule” at the end,
after the specific example. It is useful and quite possible to talk about language
without using technical terms.
 Cloze activities for word class.
A new rhyme, song or poem could give a discourse context to focus on word
classes through a simple cloze activity. The song, say, is written out with gaps; in
one version, all the nouns are omitted, in another, all the verbs, and in a third, all
the pronouns. The pupils would hear and sing the song a few times and then would
be divided into three groups, each given one of the three cloze versions. In groups,
the learners would work together to fill the gaps. This kind of activity focuses
attention on word classes and how they contribute to discourse, without going into
any heavy grammar.

Developing the grammar of a foreign language is a long and complicated process;
luckily, young learners have a long time ahead of them with the language. There is
no need to rush into technical rules and labels that will confuse. For their ultimate
success, it seems likely to be far better to give children a sound basis about
patterns and contrasts in and encouraging curiosity and between languages, and
introducing grammatical metalanguage slowly and meaningfully.

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