Reflective Midmap

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Reflective Midmap by Mind Map: Reflective Midmap

1. I caught the following brain storming ideas from the discussion of Azar/Folse/Swam  Why do the people do mistakes after learning Grammar?  Hybrid that works  Fluency and accuracy are two sides of a teaching,  Comprehensive input  A.D – Accuracy Development  You need to know multiple ways to teach Grammar  You need to know the difference between your student’s first language Grammar and English  Academic research and acquisition of knowledge  Teaching some Grammar by Swan  If Language revolution happens stop teaching Grammar.

2. Week-2

2.1. Summarize in your own words what Azar /Folse /Swan has said about teaching grammar (the choice is yours).

3. Intoduction

3.1. Write a short introduction about yourself. Make sure that you include:

3.2. 1 thing we should know about your name My name is Vinayadhar raju, it means the person who possesses endurance and has a quality of calm going. - 2 of your favorite activities Teaching to learn new things Learning to teach new things - 3 things we should know about you Passionate about using technology in class room i.e. tech savvy. Have a great deal of endurance to learn new technology tools. Learning new things by experimenting with technology.

4. If history repeats itself, and the unexpected always happens, how incapable must Man be of learning from experience.

4.1. a) Can it be applied to the history of grammar teaching? Why /Why not?

4.2. Yes, it can be applied to history of grammar teaching, let’s imagine a situation how a language is evolved, whether the language is evolved first or rules of a language? Certainly language evolved first then the intelligent guys prepared the rules of a language i.e. Grammar. These grammarians are so possessive that they never allow the people to experiment with the language they have given a kind of spoon feeding i.e. rules of a language; this is the reason that, we have started depending the books written by those people. If we want to repeat the same history we should start teaching the language first and ask them to frame the rules next.

4.3. The most engaging part of this module was group discussions like Introduction using 1-2-3 tips and Brainstorming session on Grammar Teaching. The most challenging part is reading others postings and commenting on them, because it is taking much time and require frequent logins. Finding our previous comment or posting is also somewhat difficult, is it not possible to show the latest post first or else only unread post!!!! The discussion comment I appreciated most was Radimila’s comment, “Rules may be an obstacle, but only if they…….” This facilitated me to understand what we are going learn and experience in this course. Other comment I liked most, “What we need to learn from history seems to be: What worked? For whom? Why? What didn't work? For whom? Why? Really there are thought provoking questions……..to be answered during the course I would really like to find out more about “how to teach Grammar…”

5. comments

5.1. Hi Sujith, I like the statement mentioned in your post, "'Three Golden Rules' for successive language teaching and said, 'Unfortunately nobody knows what they are" and the examples given in your posts made me to re think about my past beliefs!!! One more eye catching comment is, " ....it became easy for her to use the language.." I don't understand how patterns and understanding about the language i.e. form helped her to use language!!!! Do we face any trouble while communicating, if we don't know the patterns of a language i.e. form?????

6. Nunan’s Metaphor’s samples, Sample-1:“Metaphorically, learning another language by leaner method is like constructing a wall. The language wall is erected one linguistic ‘brick’ at a time.” Nunan rightly pointed out how grammar teaching works, he clearly stated with his metaphor comparing leaner method with construction of a wall one by one. Outcome of this method he mentioned in his article is, “Accuracy does not increase in a linear fashion, from 20% to 40% to 100%; at times, and it actually decreases.” Sample-2: Other metaphor he mentioned in his article is, “The organic metaphor sees second language acquisition more like growing a garden than building a wall” Here he explained learner need not learn the things one after the other but he learns numerous things simultaneously. Role of a Teacher: One more aspect Nunan mentioned in his article is comprehensive input must be in context, he also stated the role of a teacher when teaching Grammar in context,” As teachers, we need to help learners see that effective communication involves achieving harmony between functional interpretation and formal appropriacy ” Concluding statements: “We need an approach through which they learn how to form structures correctly, and also how to use them to communicate meaning”. “It seems clear from a rapidly growing body of research that the majority of structures are acquired in complex, non-linear ways.” Finally, Grammar can be taught communicatively focusing on meaning rather than its form or deducting meaning out of its form or establishing the relation between form and meaning. Plan-1: Yes, I agree that the lesson plan-1 agrees with the grammar principles mentioned in the article, this lesson focused on language use rather than the form, and everything presented in context. Plan-2: No, Here the plan-2 doesn’t meet the grammar principles mentioned in the article, elements of the lesson focused on form rather than meaning, this won’t help the learner to use the language in real context.