Zur Ausspracheschulung2 (Neuner und Hunfeld 57), backwardīuild-up (expansion) drill (Freeman 48), repetition drill (48) / Durchspiel Materials (Neuner and Hunfeld 57) and various types of exercises such as:ĭialog memorization (Freeman 47), Übungen These “healthy” habits (45) can be achieved only by making use of authentic Grammar rules being not provided (Freeman 45). In thisĬase, grammar is taught inductively through various examples explanations or That are supported by repetition, imitation and positive reinforcement. 22), is to acquire the foreign language through forming good habits “oral-based approach” (Freeman 35) that “focuses more on aural/ oral skills” In Germany and is called die audiolinguale Methode. This method is also used in the teaching of EFL Several teaching methods can be identified in the twoĬoursebooks I considered for the analysis in the present paper.Īudio – Lingual Method (ALM) / die audiolinguale Methode (ALM)Ĭomparison of English adjectives seems to be based on techniques promoted in theĪudio-Lingual Method (ALM). Grammatical rules because their own way of teaching will ensure theĬomprehension of the learners which leads to the acquisition of that foreign
#German grammar rules for adjectives how to
However, researchers have noticed that what it isĮssential for teachers is “to know how to present” (Ur 81) those new Into consideration some significant aspects such as the level, the needs andĮven wants of their students. Learners can be quite difficult for teachers because they should always take Presenting a new grammatical structure of a foreign language to a class of Meaningful issue that has been debated was how grammar should be taught. Grammar teaching – methods and techniques In other words, grammar creates various opportunities that ensureīoth the development of fluency and the improvement of communication skills. Read, write and especially speak, because knowing grammar means clearer manner Words within a new context (Pazaver and Wang 32), but also Studies have pointed out that grammar helps students not only understand
Various studies haveĭebated the importance of teaching grammar over time. Teachers and researchers in the field of education. Not to teach grammar in the classroom is recognized as a common dilemma for Will then present the investigation method that was chosen for the comparativeĪnalysis, followed by the results and the final conclusions. This paper will first provide a very brief summary of the role of grammar,įollowed by the description of the most efficient grammar teaching methods. The students to be taught the comparison of adjectives and in the range ofĪuxiliary materials used for teaching this grammar category. Teaching strategies, activities and tasks, while the main differences are to beįound in the way the four skills are integrated in the lessons, in the level of German comparison of adjectives, the textbooks I analysed propose similar Paper demonstrates that in spite of the differences between the English and the On speaking and uses a limited number of tasks, activities and ancillaries. Is more elaborated and integrates all four skills into a wide range ofĪctivities and exercises, while the corresponding German lesson focuses mainly Method (the direct method), the lesson introducing the comparison of English adjectives
The findings of this comparison reveal that despite using the same teaching (Enterprise 1 and WIR 3) that are used in secondary schools in Romania, more The English and German comparison of adjective within two different coursebooks
With the proper activities and tasks that integrate all four skills couldĮnsure the proper acquisition of the new grammatical rules. However, theĬoursebook used in class and the teaching method chosen by the teacher together To present a set of rules that their students usually mix up. Graduate of the 2019 class of the Programme : Lingvistica aplicata – didactica limbii engleze, “Alexandru Ioan Cuza” University of Iasi.Ĭomparison of adjectives can be quite difficult for teachers because they have
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