Outline

MODULE 2: GRAMMAR TEACHING O AN EFL CONTEXT

I- A few grammar teaching principles to bear in mind when testing grammar/ linguistic
competence

II- Classroom- centered language testing (James d. brown)

a- What are classroom tests?
b- WHAT DOES A SOUND CLASSROOM TEST INVOLVE?
C- HOW CAN CLASSROOM TESTS BE IMPROVED?
D- What are the potential effects of classroom testing?
E- Why IS INNOVATION ESPECIALLY IMPORTANT IN CLASSROM TESTING?
CONCLUSION

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MODULE 2: GRAMMAR TEACHING IN AN EFL CONTEXT

I- A few grammar teaching principles to bear in mind when testing grammar/

linguistic competence.

1. An important part of language learning in an EFL context is learning grammar.

2. Grammar brings creative control over language and thus over communication.
Learning and understanding grammar is like depositing money at the bank for future
use. Students in an EFL context cannot learn how to communicate on the street.
3. The difficulty of grammar teaching cannot be denied but teachers should think about
better teaching methods.
4. Grammar makes it possible for EFL learners to use their knowledge of other languages,
EFL learners already know how communication operates.
5. The way a native speaker uses English necessarily defers from the way a non-native
speaker uses it (EFL learner). Native speakers may not think of grammar when they
speak. Researchers have found that non-native speakers of a language in an EFL
context think about grammar. There is an indirect relationship between form and
function in a native speakers speech. Language learners are very much concerned with
what they want to say in the simplest way. Form cannot be neglected especially in an
EFL context. Grammar is a benefit to language learners in an EFL context. Focus on
grammar is conscious learning: language learners often make sentences in their mind
and they constantly process rules.
6. Grammar should be used to illuminate learners way or path, learners are given a map
but the way they reach the place very much depends on learners who might take
different ways
7. Learners learn through thinking and they think and learn best when they are motivated
and emotionally involved in tasks.
8. Grammar learning should be meaningful (giving examples and enjoyable (puzzles,
games).
9. Grammar rules should be worked out by learners (inductive approach). The deductive
approach would go from rules to examples. In the inductive approach, learners are
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shown many examples and after enough exposure to the structure or structures, they
give the rule or rules with the help of the teacher (take an example from the text, give
your own example and learners own examples and then the teacher helps learners
work out the rule).
10. Grammar gives autonomy to learners in an EFL context. Teachers should help with
grammar terminology that will allow them to make proper use of grammar books or
grammar lessons tailored to their levels.
11. Grammar makes language learners aware of the nature of language; furthermore, it
allows to think of language as the other subjects of the curriculum. It also permits them
to compare the language they learn to their mother tongue or to other languages.
12. Grammar plays an important role in evaluation and testing. It is a quick way of
measuring; it is a barometer indicating where a learner is at a particular point. So
language learners in an EFL context demand grammar because they need it for test.
Grammar is the skeleton of language learning.
13. Communicative teaching of grammar in an EFL context: suggested steps:
a-Present structure in context (sentence from reading passage/ listening passage or
sentence from teacher generated situation on chalkboard).
b-Make sure students understand structure in context.
c-Teacher to give other examples (two or three) from different situation on the
chalkboard.
d-Teacher encourages students to give their own examples from their own generated
situation and they select two or three meaningful examples to be written on the
chalkboard.
e-Teacher underlines grammatical structure in illustration sentences.
f-Through questions and answers, teacher encourages/ helps students to give rule.
g-Teacher helps students study formation/ structure.
h-Teacher writes rule from students answers and brings in some correction if
necessary.
i-Homework: -students to learn grammar lesson.
-Application exercises given by the teacher.

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II- Classroom-centered Language Testing (James D. Brown)

A- What are classroom tests?
Classroom tests are generally those assessments procedures, observations, quizzes or
examinations that you use in your language classroom to foster learning through diagnosis,
process or achievement assessment of course content. However there are certain more detailed
characteristics that distinguish classroom tests from all the more general standardized.
In terms of content classroom tests are designed to measure the effectiveness of specific
objectives, teaching activities, techniques, exercises and pedagogical orientations of you and
your courses. And therefore may vary considerably in content, form and function in
classrooms. Nevertheless the underlying purpose of classroom tests is to foster learning. To
that end it is generally useful for your students to know what to expect on a classroom tests
because classroom tests are scored by the same person who wrote the test (the person who
understand the answer key without ambiguity); there are a few things to consider. Since the
teacher developed the answer key on the spot, the answer key will shift and change as the
teacher scores the test and encounters unforeseen possible answers that were generated by
students. The danger is that such shifting in the answer key may lead to inconsistent and
unfair scoring. Such shifting can at least be minimized by carefully developing your answer
key, attempting to include all the possible answer from the outset.
B- What does a sound classroom test involve?
In terms of content, there are many types of information that can be gathered using classroom
tests. The relative importance of these various types of information will vary. However you
should ask yourselves the following key answers:
a- What kinds of language problems and deficiencies do my students have.
b- What feedback can be given to my students about those deficiencies?
c- Are my students making satisfactory progress in the course as it develops?
Or are there areas that should be reviewed and reinforced?
d- Have my students learned what they were taught?
e- Have they achieved enough to move on to the next level?
f- What grades should they receive for their efforts?
g- How effective was my teaching?
To address such questions, it would be wonderful if every language textbooks were required
to provide high quality test for each chapter of the book.
Unfortunately most textbooks do not provide test of any kind.

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C- How can classroom tests be improved?

Checklist
Content:
Is the test directly related to the class materials and activities?
Does the test foster learning among the students?
Has at least one colleague critically over the test content?
Administration:
Can the test be administered within the time allotted?
Will the test room be quiet and comfortable?
Are the test directions concise and adequate?
Scoring:
Does the test have a complete and correct answer keys worked out in advance?
Are the answer keys clear and unambiguous?
Are the directions of scoring adequate?
Interpretation:
Is the test designed to assess diagnosis, progress or achievement?
Have provisions been made for reporting the scores to my students?
Such a process should include at least the following five steps:
1- Begin by carefully developing the test with enough questions so that you can later
eliminate any that do not work well.
2-Take the test yourself before you administer it. This will help you to identify problems and
develop an accurate answer key.
3-Have colleagues exanimate the test and the answer keys before using it. They may initially
resist such extra work but if you agree to also to look over their tests. Reciprocal self interest
should take over to solve the problem.
4-.Take notes on anything the students ask about during the test and problems that you
yourself notice while administering and scoring the test.
5-Most importantly revise the test immediately after administering it while it is still fresh in
your mind. And use all that you have learnt I steps one to four to ensure that the test is of
good quality ex: that it is fair, consistent and valid.
D- What are the potential effects of classroom testing?
Classroom tests can and should be used to help your students by diagnosing strengths and
weaknesses. They can also be used to motivate your students to study and review.

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E- Why is innovation especially important in classroom testing?

Because of the close link between classroom test and the curriculum it is essential that sound
test be used.

Conclusion:
The single greatest problem in classroom testing today is that teachers are left very much
alone to develop classroom test as they can. It is no wonder then that teachers tend to avoid
testing and do it reluctantly as sort of after thought. We have finished the lesson now how
am I going to test this stuff because many important decisions are made on the basis of
classroom test. Classroom test should be given a more important place in every language
teaching or syllabus. They will always be standardized test (like BEFEM, BAC) that are done
to your students by outsiders. But it is your responsibility to create sound classroom test that
foster learning for your students.

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