APPROACHES+AND+PROCEDURES+FOR+TEACHING+GRAMMAR+REFLECTION+BY+ZEYNEP+CEYHAN

 Grammar is very predominant in language teaching of English. Teaching grammar generally focuses on language structure or sentence patterns and it is considered as a prerequisite for other language skills. It is believed that for all other language skills, listening, speaking, reading, writing and vocabulary, grammar has very important roles. Learners could not grasp the meaning of the text while reading without grammatical knowledge. Learners could not out their ideas on the sentences without knowing the grammatical structures. Even vocabulary is not enough without required grammar. Grammar is the main point in language learning and it is a pathway for other language skills. I believe that many of our instructors think so since they really care about grammar mistakes on our exam papers, however they can ignore our pronunciation or speaking mistakes. I agree with the writer since even we learn it while speaking or listening, there is always a grammar structure in learning.  Focusing on only grammar is not beneficial for learners because most of the time they cannot communicate although they know the rules very well. Learning a language involves communicating. Teaching grammar with other language skills can be hard, so teachers should use alternative teaching approaches. We cannot say we know a language by learning only grammar. We, as teachers, should integrate grammar into other skills. There are many approaches and they have both advantages and disadvantages. We can use their beneficial part for a more appropriate language teaching process.  **Practice and consciousness-raising:** Many teachers think that grammar is an assistant for communication skills; therefore practice and consciousness-raising have important roles in grammar teaching. Practice is a key for learning. In practice, a specific grammar rule is focused and learners produce sentences by using that rule. They repeat it and then they correct themselves if they are wrong. Lastly, they receive feedback. During practice learners focus on correct form and apply it both written and spoken language. Consciousness-raising is a way of raising awareness of learners on grammar. The aim is to make learners notice grammar rules, not make them use rules. I think that practice is very important point there. Without practice, we cannot understand how much the students learn, which points are not clear enough or etc. I think that the more practices produce the more correct use of language.  **Explicit and implicit grammar:** Explicit knowledge is conscious knowledge of rules obtained by formal instructions in the class. It is easy to learn for learners and it is also related to error correction practice. Enough time is very important. However, implicit knowledge is unconscious and learned naturally during other language tasks. It is like language acquisition of a child. According to me, every person gets grammar bot explicitly and implicitly. We can learn grammar rules by watching TV series or coming to classes. ** Two core approaches in grammar presentations: ** deductive approach presents rules first and then tries to apply them. It uses general to specific principle. In that approach the teacher gives the rules directly and examples are given secondly. Using of those rules by learners is a later step. While giving rules, they should be illustrated with clear and personal examples. Inductive approach presents rules with examples, not directly. It is expected that learners get rules from those examples. It gives chance to learners so that they could develop their own understanding strategies. We can say that it supports learning autonomy and self-reliance of students. According to me, both approaches can be used in classes because every student has their own styles, therefore we cannot say that one is better than the other. ** Proposed procedure for teaching grammar: ** there are some main features of teaching and learning grammar according to writer. 1. Teachers explain the rule to the students and s/he does not focus on communication skills. 2. Teachers follow the activity on the course books. They think those materials are enough for students and do not search extra materials. 3. They teach grammar separately, not with other language skills. 4. It is hard for students to apply rules to speaking and writing, so they mistakes while trying to apply them. While teaching grammar we should build up students’ knowledge about rules, elicit function of rules, familiarize students with rules by means of using and exercises, check students’ comprehension and expand students’ knowledge. We should teach grammar step by step and we always help and control students.  The main aim of teaching grammar is to provide knowledge for students so that they can use language properly. I think that grammar can be taught both deductively and inductively. What is important is that students should be given chance to produce something by using rules they have learnt. As teachers, we should relate grammar with other language skills as much as possible. Many teachers in Turkey teach grammar as a focus and evaluate only grammar, so students become like robots; they know rules but they do not communicate properly. Giving rules and making exams are not the ways of teaching grammar. We cannot know how students get the knowledge either explicitly or implicitly, but we should care about error correction positively since grammar is the main basic of language according to me. We can make students develop other language skills by using grammar as a beginning point.
 * APPROACHES AND PROCEDURES FOR TEACHING GRAMMAR REFLECTION BY ZEYNEP CEYHAN **