Problem Solving In Teaching Grammar

Syafiyah Syafiyah

doi:10.18860/ua.v3i2.6107

Problem Solving In Teaching Grammar

Syafiyah Syafiyah

Abstract

This article provides an alternative to grammar teaching, namely problem solving techniques. This technique was chosen by considering the many similarities possessed by the process of mastering a language. Besides that, this technique is also considered to be more attractive to students' learning interests. In the first part of this paper, we will describe how the role of grammar in various approaches. Next, the concepts of grammar-consciousness raising will be discussed and how this problem solving technique is applied in the classroom.

Keywords

problem solving; teaching grammar; grammar-consiuosness raising

Full Text:

PDF

References

Bourke, James M (1989): "The Grammar Gap", in English Teaching Forum, July edition.

Celce-Murcia, M. (1990): "What Role of Grammar after the Communicative Revolution?", in Language Teaching Methodology for the Nineties, R.E.L.C., Anthology Series 24.

Dickins, Rea M. Pauline, and Edward G Woods (1989): "Some Criteria for the Development of Communicative Grammar Tasks", in TESOL Quarterly, Vol. 22, No. 4 December

Finocchiaro, Mary and Christhoper Brumfit (1983): The Functional-Notional Approach; From Theory to Practice, Oxford University Press.

Harmer, Jeremy (1987) Teaching and Leaming Grammar, Longman

Krashen, Stephen D. and Tracy D. Terrel (1983): The Natural Approach : Language Acquisition in the Classroom, the Alemany Press.

Larsen-Freeman, Diane (1986): Techniques and Principles in Language Teaching, Oxford University Press.

Richards, Jack C. and Theodore S. Rodgers (1986): Approaches and Methods in Language Teaching; A Description and Analysis, Cambridge University Press.

Rutherford, William E (1987): Second Language Grammar Learning and Teaching, Longman.

Wilkins, D.A. (1979): "Notional Syllabuses and the Concept of Minimum Adequate Grammar", in C.J. Brumfit K. Johnson, The Communicative Approach to Language Teaching, Oxford University press.

DOI: https://doi.org/10.18860/ua.v3i2.6107