GRAMMAR AND ORAL

LANGUAGE DEVELOPMENT
(GOLD)

REPORTED BY:
MELYN A. BACOLCOL
KATE BATAC
JULIE ANN OCAMPO
 Rationale and Objectives of GOLD
• Grammar and Oral Language Development (GOLD)
encompasses the idea that students should be
taught skills in speaking and grammar based on the
reading selection as a springboard. The teaching of
grammar skills is not a separate lesson by itself but
is a lesson that is built on the reading selection.
 Grammar and its Dimensions
• Grammar is essential to everyone. Be it the native
or the target language, a learner still involves
himself or herself with grammatical structures.
• Celce-Murcia and Larsen-Freeman (1999) define
grammar as a way that accounts for both the
structure of the target language and its
communicative use.
THREE DIMENSIONS OF GRAMMAR

FORM
How it is formed?
(Accuracy)

MEANING USE
What does it mean? When/Why is it used?
(Meaningfulness) (Appropriateness)
 Teaching Grammar
• For many years now, the role of grammar
instruction in second and foreign language
pedagogy has been subject to considerable
controversy. Grammar instruction theories have
evolved from the changing views about language
acquisition.
 GRAMMAR INSTRUCTION THEORIES
TRADITIONAL GRAMMAR
• Focuses on analysis of
the parts of a well- formed
sentence, with emphasis on
surface structure, and not the
meaning.
• It gives students basic under-
standing of the building blocks of
language.
PRESCRIPTIVE GRAMMAR
Focuses on rules governing grammar,
mechanics, and usage
CONTEMPORARY LIGUISTICS
Collection of special areas and
theories designed to correct
problems with traditional
grammar 9
(ex . morphology-study of word
structure; syntax-study of word
order; semantics- study of
intensive meaning in words and
sentences
DESCRIPTIVE GRAMMAR
Observes and records how
language is used in function,
and advocate teaching the
function or use of grammatical
structure.
• Reading specialists state that the goal of grammar instruction
is to enable students to carry out their communication
purposes. This goal has three implications.
1. Students need overt instruction that connects grammar
points with larger communication contexts.
2. Students do not need to master every aspect of each
grammar point, except those that are relevant to the
immediate communication task.
3. Correction is not always the instructor’s first responsibility.
• Overt Grammar Instruction or Direct Instruction is
one of many strategies. Teaching the grammar point
in the target language or students’ first language or
both is a key to this. Another important part of
grammar instruction is by providing examples. It
should be based on the following principles:
• Accuracy and appropriateness of examples.
• Examples as teaching tools.
• Relevance of Grammar lesson to its context is
another consideration. Teacher, therefore, should
teach grammar forms and structures in relation to
meaning and use for specific communication tasks
that students need to complete.
• The idea of fluency first before accuracy should be
considered. Teacher should build students’
confidence in their ability to use the language by
focusing on the content or meaning of their
communication rather than on grammatical form.
• ORAL LANGUAGE DEVELOPMENT
• Oral language is transitional. With the inkling of
providing good language lessons to every ESL
classroom, the teacher sees the development of
oral language as inevitable.
• MacDonald (1997) presents this diagram explaining
the oral language development.
 Stages in Oral Language Development
Stage 1 Infants A child at this stage smiles socially, imitates facial expressions, coos,
cries, babbles. Plays with sounds, develops intonation, and repeats
syllables.
Stage 2 18 months A child at this stage responds to specific songs, uses two word
sentences, depends on intonation and gesture, understands simple
questions, and points and/ or names objects in pictures.
Stage 3 2-3 years A child at this stage begins to use pronounce and prepositions, uses
“no” remembers names of objects, and generalizes. There is a high
interest in language and an increase in communication. There is a
large jump in vocabulary growth and articulation.
Stage 4 3-4 years A child at this stage communicates needs, asks questions, begins to
enjoy humor, has much better articulation, begins true conversation,
responds to directional commands, knows parts of songs, can retell a
story, speaks in three or four word sentences, is acquiring the rules of
grammar and learns sophisticated words heard in adult conversation.
Stage 5 4-5 years A child at this stage has a tremendous vocabulary, uses irregular noun
and verb forms, talks with adults on adult level in four-to-eight word
sentences, giggles over nonsense words, engages in imaginative play
using complex oral scripts, tell longer stories, recounts in sequence
the day’s events and uses silly and profane language to experiment
and shock the listener.
 COMPONENTS OF ORAL LANGUAGE
• Phonology component: the rules of combining words
Ex: know that an English word can end, but not begin, with an –ing sound.
• Semantic component: made up of morphemes, the smallest units of meaning that
maybe combined with each other to make up words.
Ex: paper + s are the two morphemes that make up papers
• Syntactic component: consists of the rules that enable us to combine morphemes
into sentences.
Ex: more crackers
Learns to combine two ideas into one complex sentences, as in “I’ll share
my crackers if you share your juice.”
• Pragmatic component: deals with rules of language use; ability to speak
appropriately in different situations
Ex: in a conversation way at home and in more formal way at job interview
• TEACHING SPEAKING
• Language input is either content oriented of form-
oriented
• The goal of teaching speaking, like the goal of ESL
classes, is communicative competence.
 Three Domains as Instructors Teach Speaking
• Language input comes in the form of teacher talk, listening
activities, reading passages, and the language heard and read
outside of class.
• Structured output focuses on correct form. Students may have
options for responses, but all of the options require them to use
the specific form or structure that the teacher has just introduced.
• In communicative output, the learners’ main purpose is to
complete a task, such as obtaining information, developing a travel
plan, or creating a video.