VoyForums
[ Show ]
Support VoyForums
[ Shrink ]
VoyForums Announcement: Programming and providing support for this service has been a labor of love since 1997. We are one of the few services online who values our users' privacy, and have never sold your information. We have even fought hard to defend your privacy in legal cases; however, we've done it with almost no financial support -- paying out of pocket to continue providing the service. Due to the issues imposed on us by advertisers, we also stopped hosting most ads on the forums many years ago. We hope you appreciate our efforts.

Show your support by donating any amount. (Note: We are still technically a for-profit company, so your contribution is not tax-deductible.) PayPal Acct: Feedback:

Donate to VoyForums (PayPal):

[ Login ] [ Contact Forum Admin ] [ Main index ] [ Post a new message ] [ Search | Check update time | Archives: 1, 2, 3, 4, [5], 6, 7, 8 ]

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Date Posted: 18:24:37 05/04/07 Fri
Author: Sônia Nagy -Peer editing to Marina Carvalho
Subject: Re: Peer Editing From Sônia to Marina Carvalho
In reply to: Marina 's message, "Task 2 - Marina" on 16:44:02 05/02/07 Wed

> Teaching grammar through different manners
>
>Teaching grammar is a current topic nowadays. Due to
>the importance of grammar in a second language
>learning, most of teachers discusses what are the best
>techniques and activities to teach and practice it.
>Those activities help students to acquire grammar and
>communicate appropriately, meaningfully and
>accurately. Activities to teach grammar can be
>classified according to two kinds of grammar teaching:
>covert and overt.
>
>The first kind of grammar teaching is covert that
>according to Jeremy Harmer, in the book Teaching and
>Learning Grammar, is where grammatical facts are
>hidden from the students, that is, when the attention
>of the activity is drawn to the activity itself and
>not to the grammar form. In this kind of grammar
>teaching, the students learn the grammar implicitly
>and unconsciously. This way, the teachers help the
>students to learn and practice the language without a
>formal teaching. An excellent example of this kind of
>activity is text comparison. Teachers get students to
>discover new grammar by asking them to compare
>different genres of texts, for instance, newspaper
>articles, poetry, and advertisements. So, students
>will concentrate on the use of grammar in each text
>and they will discover for themselves what grammar is,
>and what it means. Besides, learners will see language
>in its authentic context and then they will understand
>how it works. Another example of covert grammar
>teaching is information gap activity, which is a kind
>of interaction between students where they need to ask
>each other for information in order to have the task
>completed. Thus, those activities could be classified
>as covert since students do not have the focus on
>form, but on the language and on its function itself.
>
>The second kind of grammar teaching is overt, where
>the teacher provides rules and explicit explanations
>for the students. In other words, unlike the covert,
>the focus is on form and not on the use and/or
>function. According to Jeremy Harmer, it is when the
>information is openly presented. A good example of an
>overt activity is that activity where students need to
>find the mistake in a given sentence. In this kind of
>activity, the focus is completely on form since the
>students are dealing with rules and structures.
>Another example is when the teacher gives the same
>sentence in different forms (verb tense) in order to
>the students compare and explain the differences among
>them. Those activities can be classified as overt
>because of the attention is given to form and how
>explicit is the teaching of grammar on them.
>
>In conclusion, there are two types of grammar
>teaching: covert and overt. The former is an implicit
>teaching of grammar and the latter is an explicit and
>conscious learning of it. Each activity developed in
>the teaching of grammar can belong to one of these two
>types, which have their own peculiarities and
>importance.
>
>
>References:
>
>HARMER, Jeremy. Teaching and Learning Grammar.
>Longman, 1986.
>
>CELCE-MURCIA, M. (Ed.) Teaching English as a Second or
>Foreign Language. 3ed. Thomson, 2001 – p251-266

Dear Marina,
I think your text followed the recomendations about how to write an essay correctly. For me you wrote a classification one, did not you?
Your thesis statement shows clearly that your text will be about the two activities used to teach grammar: covert and overt.
Besides explaining each one you gave two different examples to illustrate them. Your text is well written and in the conclusion you reinforced what you presented in the introduction. I couldn´t identify any mistake.
bye

[ Next Thread | Previous Thread | Next Message | Previous Message ]
[ Contact Forum Admin ]

Forum timezone: GMT-8
VF Version: 3.00b, ConfDB:
Before posting please read our privacy policy.
VoyForums(tm) is a Free Service from Voyager Info-Systems.
Copyright © 1998-2019 Voyager Info-Systems. All Rights Reserved.