GRAMMAR: CLARIFICATION AND APPROACHES.

What is grammar?
According to David Crystal, "In Word and Deed." TES Teacher, April 30, 2004.
Grammar is the structural foundation of our ability to express ourselves. The more we
are aware of how it works, the more we can monitor the meaning and effectiveness of
the way we and others use language. It can help foster precision, detect ambiguity, and
exploit the richness of expression available in English.

It is the structure of a language. People sometimes describe grammar as the "rules" of

a language; but in fact no language must has rules*. If we use the word "rules", we
suggest that somebody made the rules first and then spoke the language, like a new
game. But languages did not start like that. Languages started by people making sounds
which involved into words, phrases and sentences. No commonly-spoken language is
fixed. All languages change through time. What we call "grammar" is simply a reflection
of a language at a specific time.

1. CLARIFICATION.

What is clarification? It is what you hope to achieve when you make an idea or concept
less confusing and easier to understand. This often happens after a detailed or very clear
explanation. You have reached a point in your lesson where you want the learners really
to focus in on a piece of grammar, to see it, think about it and understand it, to become
much clearer on its form, meaning and use. It is refer as clarification or presentation.

So clarification is when the teacher use the text to give examples and explain information
about the item of language. There are 3 categories of clarification:
 This is what learners do when study on their own without a teacher or
in a class. When you want a class it is essential that learners
understand and agree with the method working, they need to have
sufficient information and experience to be able to work out their own
Self-directed
rules and explanations and maybe work out with their own goals and
Discovery learning strategies. Sum up you need to ensure that the learners have
* The learner tell himself
sufficient information and experience to be able to work out their own
rules and explanations, and perhaps work out their own goals and
learning strategies as well.

Teacher tells the learners about that he needs to do.

Explanation
*Teacher tell the learner
Most teachers want, at some point, t give their class explanations
about grammar points. Explanations will be better, as a small
component of lessons rather than the driving force. Having said that, a
good explanation can often be the clearest and most efficient way to
teach something. An alternative to giving explanations would be to
create activities that allow learners to generate their own discoveries
and explanation (p, 267, 268)
 When the student needs to make a presentation that usually refers
to ways of introducing supposedly new language to learners, and
involves exposure to language alongside other language
information via teacher explanation and guided discovery. The role
in Guided Discovery is to select appropriate tasks, offer appropriate

Guided Discovery instructions, help, feedback, explanations, manage and structure

the lesson so that all learners are involved and engaged, and draw
*teacher helps the learned to
the most possible from the activity. Guided Discovery requires
tell himself
imagination and flexibility.

2. APPROACHES IN GRAMMAR.
There are two different approaches: a DEDUCTIVE approach and an INDUCTIVE
approach.

2.1 DEDUCTIVE APPROACH

It star with the presentation of a rule and is followed by examples in which the rule is
applied. (Scott Thornbury, 1991, p. 29).

A deductive approach involves the learners being given a general rule, which is then
applied to specific language examples and it is improved through practice exercises. It
works from the general to the specific. In this case, rules, principles, concepts, or theories
are presented first, and then their applications are treated. The deductive approach
maintains that a teacher teaches grammar by presenting grammatical rules, and then
examples of sentences are presented. Once learners understand rules, they are told to
apply the rules given to various examples of sentences. Giving the grammatical rules
means no more than directing learners’ attention to the problem discussed.
The deductive approach can also be called rule driven learning. In such an approach, a
grammar rule is explicitly presented to students and followed by practice applying the
rule.

According to Michael Swan (cited in Scott Thornbury, 1999, p. 32) there are some
guidelines for when the rule is presented. Among them are:

1. The rules should be true; the rules should show clearly what limits are on the
use of a given form.
2. The rules need to be clear.
3. The rules ought to be simple.
4. The rules needs to make use of concepts already familiar to the learners;
5. The rules ought to be relevant.
Deductive reasoning is essentially a top-down approach which moves from the more
general to the more specific. In other words, we start with a general notion or theory,
which we then narrow down to specific hypotheses, which are then tested.

GENERAL SPECIFIC
2.2 INDUCTIVE APPROACH

To Lear a new language is important to learn grammar first, this knowledge could have
a deductively approach, but teachers must give the rules of grammar first, in many
cases is easier to teach with examples before the practice. Teacher can also a
inductively approach “(students see a number of examples of the rule in operation in
discourse, practice his use and then evolve a rule from these examples with the help of
the teacher, and then practice using the structure)” there is a phase in the use of these
two approaches, students must practice the apply the various facets of grammatical
rules in different sentences.
Inductive approach begins with examples of his inferred. Instead of term deductive it
could be easier to name it discovery learning.
The reason why grammar translation has fallen are worth briefly reviewing. Typically, a
grammar translation has had bad acceptation. In matter of facts there are many other
ways of add the inductive approach.
The practice of sentences was usually highly contrived and any texts that were used
were treated solely as vehicles for grammar presentation. Inductive approach indicating
that reasoning the progression of data revenues In short, when using induction, a
number of specific cases observed and they infer a general principle or concept.
In the case of pedagogical grammar, most experts argue that the inductive approach
It can also be called learning-discovery rules. It is suggested that a teacher teaches
grammar starting with the presentation of some examples of phrases. In this regard,
students understand the grammatical rules from examples. The presentation of
grammar rules can be spoken or written. Eisenstein (quoted in Long & Richards, 1987)
maintains.
Learners listen to a conversation that includes examples of the use of the third
conditional. The teacher checks that the students understand the meaning of its use
through checking learners' comprehension of the listening text, and only after this
focuses on the form, using the examples from the text to elicit rules about the form, its
use and its pronunciation.
In the classroom
Inductive approaches to presenting new language are commonly found in course books,
and form part of a general strategy to engage learners in what they learn. Some learners
may need introduction to inductive approaches since they may be more familiar, and feel
more comfortable, with a deduct
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