Author(s)

Dang Qianli ¹

Affiliation(s)

¹ School of Social Science, Department of Education, Hong Kong Baptist University, Kowloon Tong, Hong Kong, China

Corresponding Author

Dang Qianli

ABSTRACT

Conditional sentence is a key and difficult grammar rule for students in secondary school to learn. Also, how to teach students effectively to master the grammar rules and apply them to English learning is worthy of consideration for English teachers. After analyzing some specific teaching cases, there are two methods: focus-on-form and focus-on-forms that are widely used in most English teaching classes. Besides, by exploring and analyzing the typical teaching case of Miss Wong with a focus-on-forms teaching approach, the advantages and disadvantages of this grammar teaching approach, results, and influences will be presented. In addition to the above-mentioned aspects, another different teaching plan and process will be proposed with detailed steps, contents, and explanations.

KEYWORDS

Grammar Teaching, Conditional Sentences, Secondary School Students

CITE THIS PAPER

Dang Qianli, Effectiveness of Teaching for Grammar: Take Conditional Sentence Teaching Analysis as an Example. Curriculum and Teaching Methodology (2024) Vol. 7: 1-6. DOI: http://dx.doi.org/10.23977/curtm.2024.070201.

REFERENCES

[1] Chan, S. (2008). Grammatical Consciousness-raising: Task for EFL secondary learners. Modern English Teacher, 17(2), 43-52.
[2] Cullen, R. (2008). Teaching grammar as a liberating force. ELT Journal, 62(3), 221-230.
[3] Ellis, R. (2005). Principles of instructed language learning. System, 33, 209 -224.
[4] Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107. 
[5] Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405-428. doi: 10. 1177/1362168816628627. 
[6] Fotos, S. (1998). Shifting the focus from forms to form in the EFL classroom. ELT Journal, 52(4), 301-307.
[7] Lin, Chih-chin. (2011). The effectiveness of the focus on form approach in an English as a foreign language context. Thesis (Ed.D.)--Alliant International University, San Diego, 2011, 2011. ISBN: 9781124574295
[8] Littlewood, W. (2014). Communication-oriented language teaching: Where are we now? Where do we go from here? Language Teaching, 47(3), 349-362. 
[9] Muncie, J. (2002). Finding a place for grammar in EFL composition classes. ELT Journal, 56(2), 180-186.
[10] Neumayer, E. J., & Rutan, E. J. (1950). A new deal in grammar teaching. The High School Journal, 33(3), 117-119.
[11] Nunan, D. (1998). Teaching grammar in context. ELT Journal, 52(2), 101-109.
[12] Seo, Sueyon. (2012). Explicit vs. implicit instruction in the intermediate level of second language learners of the Japanese particles "wa" and "ga".Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2012., 2012. ISBN: 9781267769787 
[13] Vogel, Severine P. (2010). Teaching grammar through cultural presentations: Investigating the effects of a guided inductive and a deductive approach on the learning of grammar and culture in intermediate-level college French. Thesis (Ph.D.)--Emory University, 2010. 2010. ISBN: 9781124491066

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education