CHAPTER REPORT

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1. Course : The Study of EFL Methodology
2. Program : Graduate Program (S2) – English Education
3. Institution : IKIP Siliwangi
4. Student Name : PEPI SILVIA
5. Chapter Number and Title: Chapter 8 Grammar-David nunan
6. Source : Practical English Language Teaching (David Nunan
2003)
7. Week and Date : 10 (15 November 2024)
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1. INTRODUCTION
Grammar is generally thought to be a set of rules specifying the correct ordering
of words at the sentence level. The Longman Dictionary o f Applied Linguistics
defines it as “a description of the structure of a language and the way in which units
such as words and phrases are combined to produce sentences in the language”
(Richards, Platt and Weber, 1985). Sentences are acceptable if they follow the rules set
out by the grammar of the language. For example, in English, one rule states that “a
subject followed by a verb followed by an object” is grammatical. The sequence of
words “The bit dog man the” is ungrammatical because it violates this rule, while “The
dog bit the man” is grammatical because it obeys the rule. (The sentence “The man bit
the dog,” is grammatical, but would be considered unacceptable by many people for
other reasons.)
Grammarians distinguish between prescriptive grammars and descriptive
grammars. A prescriptive grammar lays down the law, saying what is right and what is
wrong. A descriptive grammar, on the other hand, sets out to describe the way that
people actually use language. In recent years, the trend has been away from
prescriptive and towards descriptive grammars.
Each of the following statements would be judged ungrammatical by prescriptive
grammarians. However, they were all produced by native speakers, and would
therefore find their way into a descriptive grammar. In a recent study, the vast majority
of native speakers and advanced non-native speakers of English judged the statements
to be grammatically acceptable.
2. KEY CONCEPTS AND THEORIES
David Nunan focuses on effective approaches to teaching grammar in
language learning. Here’s a summary of the key concepts and theories
discussed:
Explicit vs. Implicit Instruction: Explicit grammar teaching involves
direct explanation of rules, while implicit instruction allows
learners to absorb grammar through exposure and use, without
overt teaching of rules.
Inductive vs. Deductive Learning: In the deductive approach, rules
are presented first, followed by examples. The inductive approach
involves presenting examples first, encouraging learners to derive
the rules themselves.
Form-Focused Instruction (FFI): FFI integrates grammar instruction
with communication, either in isolated (separate) or integrated
(contextualized) forms, aiming to balance attention to form and
meaning.
Noticing Hypothesis: Learners need to "notice" grammatical forms in
input before they can learn them effectively. This awareness is
essential for processing and acquiring new grammar.
Communicative Language Teaching (CLT): CLT places grammar
within meaningful communication, focusing on grammar as a tool
for achieving communicative competence rather than as an
isolated skill.
Task-Based Language Teaching (TBLT): In TBLT, grammar supports
task completion, emphasizing real-life tasks that use grammar as
a tool within meaningful contexts rather than isolated practice.
Error Correction and Feedback: Feedback on errors helps learners
refine their understanding. Techniques include explicit correction,
recasts, and metalinguistic feedback.
Interlanguage Theory: Interlanguage refers to the learner’s evolving
understanding of grammar, which progresses through stages as
they approximate native-like accuracy.
Integration with Language Skills: Grammar instruction is applied
across listening, speaking, reading, and writing to enhance
practical use in communication.
Grammar for Meaning-Making: Grammar is presented as a resource
for creating meaning, emphasizing real-world use and
communicative function over strict rule adherence.
3. RELEVANT THEORIES

This chapter on Reading outlines several important theories of

reading in the context of English language teaching. Key relevant
theories discussed include:

1. Bottom-up Processing: This theory focuses on the idea that

reading comprehension begins with recognizing letters and words
and then progresses to understanding sentences and the overall
meaning of the text. This model emphasizes the importance of
decoding individual linguistic elements before grasping larger
concepts.
2. Top-down Processing: In contrast, this theory suggests that
readers rely on prior knowledge, context, and predictions to
understand texts. Rather than starting with the text itself, top-down
processing begins with the reader’s expectations and background
knowledge, helping them infer meaning and make sense of the
content as they read.
3. Interactive Processing: Anderson highlights the interactive model
as the most comprehensive approach to reading, combining both
bottom-up and top-down processes. This model argues that skilled
readers switch between decoding and using their background
knowledge, making reading a dynamic interaction between the
reader and the text.
4. Schema Theory: A central theory in reading comprehension,
schema theory posits that readers bring their own mental frameworks
(or schemas) to the reading process. These schemas allow readers to
connect new information to what they already know, making the
reading experience more meaningful and easier to comprehend.
Teachers are encouraged to activate students’ prior knowledge
before engaging with a text to enhance understanding.
 5. Metacognitive Strategies: Anderson also addresses the
importance of teaching students metacognitive strategies in
reading. These strategies involve readers becoming aware of their
own reading processes, such as monitoring their comprehension and
adjusting their reading tactics as needed. This self-awareness helps
learners become more effective readers.

These theories provide a foundation for understanding how learners

process and comprehend texts, guiding teachers to adopt methods that
support both decoding skills and the use of contextual clues

4. APPLICATION IN EFL CLASSROOM

Several practical applications for the EFL classroom are

emphasized. These include strategies to improve reading skills,
comprehension, and engagement. Below is a breakdown of key
applications:

1). Activate Prior Knowledge

● Explanation: Activating prior knowledge involves helping students

recall what they already know about a topic before they read. This
prepares the brain to connect new information with existing
knowledge.
● Application: Teachers can start with pre-reading activities like
discussions, brainstorming sessions, or graphic organizers (like KWL
charts What I Know, What I Want to Know, What I Learned). This
helps set the stage for better comprehension and engagement with
the text.
● Example: Before reading a text about environmental issues, ask
students what they know about global warming, pollution, or
conservation. This will help them relate new information to their
prior knowledge, making it easier to understand.

2). Cultivate Vocabulary

● Explanation: Building a strong vocabulary is essential for reading

comprehension. Anderson stresses the importance of teaching new
 words in context and using strategies that allow learners to infer
meanings through contextual clues.
● Application: Teachers should focus on teaching key vocabulary
before reading and reinforcing it during and after the lesson. This
can be done through word maps, flashcards, or activities where
students guess meanings from context.
● Example: Before students read a text, introduce 5-10 key
vocabulary words. Have students define them using context from
the text, and later use those words in sentences or discussions to
reinforce their understanding.

3). Increase Reading Rate

● Explanation: Increasing reading rate means improving fluency so

that students can read quickly and smoothly without losing
comprehension. This is important for language learners to gain
confidence and engage with longer texts.
● Application: Teachers can use timed reading exercises, where
students practice reading passages within a set amount of time and
gradually increase their reading speed. Extensive reading programs,
where students read for pleasure, also help to develop fluency.
● Example: Implement timed reading activities, where students read
a passage in two minutes and then summarize it. Over time, they’ll
build speed and comprehension simultaneously.

4). Verify Reading Strategies

● Explanation: Verifying reading strategies involves teaching students

to actively check and adjust their reading strategies during the
reading process, such as skimming, scanning, predicting, and
summarizing.
● Application: Explicitly teach students how to use different strategies
for different purposes, such as skimming for the main idea or
scanning for specific information. After reading, students should
reflect on what strategies worked best for them and why.
● Example: After reading, ask students to reflect on their reading
process. Did they skim to get a general idea, or scan for details? Did
 they use context clues to figure out unfamiliar words? This
reflection helps students become more strategic readers.

5). Evaluate Progress

● Explanation: Evaluation of progress involves regularly assessing

students' reading skills and comprehension to monitor
improvements over time. This can include both self-assessment and
teacher assessments.
● Application: Teachers can use reading logs, quizzes, or
comprehension questions to assess students’ progress. Encouraging
self-evaluation and peer feedback can also give students insight
into their own development.
● Example: Use reading logs where students track the books they’ve
read, note new vocabulary, and reflect on their comprehension.
Additionally, quizzes after reading a text help evaluate their
understanding and identify areas for improvement.
5. REFLECTION ON CLASSROOM PRACTICE

Reflecting on this chapter provides valuable insights into how

reading instruction can be more effective in EFL classrooms. This
chapter emphasizes that reading is an interactive process where both
cognitive strategies (like decoding words and making predictions) and
metacognitive strategies (like self-monitoring and adjusting
approaches) are crucial. Applying his ideas to classroom practice allows
teachers to create a more engaging and purposeful learning
experience.

6. CRITICAL ANALYSIS

Neil Anderson’s chapter on reading in Practical English Language

Teaching offers a comprehensive and balanced approach to reading
instruction that can be highly beneficial in EFL classrooms. The emphasis
on metacognition and schema theory provides strong foundations for
building reading comprehension skills, but the chapter could benefit from
more focus on cultural context, digital literacy, and differentiated
instruction. Despite these limitations, Anderson’s strategies are practical
 and insightful, offering teachers clear guidance on how to enhance their
students’ reading abilities.

7. PERSONAL INSIGHT AND OPINION

After reading Neil Anderson's chapter on reading in Practical English

Language Teaching (2003), I find that both comprehensive and practical,
especially for English as a Foreign Language (EFL) settings. This chapter
Emphasis on balancing both bottom-up (decoding) and top-down (context-
based) strategies resonates with my understanding of effective language
teaching. Reading is not just about decoding words; it involves integrating
prior knowledge, making inferences, and understanding the bigger picture.
In practice, this chapter balanced strategy ensures students develop both
fluency and comprehension, which are critical for real world language use.

8. CONCLUSION
The conclusion of Neil Anderson's chapter on reading in Practical
English Language Teaching (2003) highlights several key points regarding
effective reading instruction in an EFL (English as a Foreign Language)
context. This chapter emphasizes that reading is a complex, interactive
process that involves both bottom-up (decoding) and top-down (context
and prior knowledge) strategies. He stresses the importance of teaching
reading as an active, strategic activity where learners use different
cognitive and metacognitive strategies to improve comprehension.
Additionally, this chapter showed the explicit strategy instruction,
such as skimming, scanning, and inferring meaning, as these strategies do
not naturally develop in EFL learners. Teachers need to model and
practice these techniques with students to build their confidence and
efficiency in reading. He also highlights the importance of activating prior
knowledge, building vocabulary, and encouraging extensive reading as
ways to improve fluency and comprehension.

9. REFERENCES

Aebersold, J. A . and M. L. Field 1997. From Reader to Reading Teacher:

Issues and
 Strategies for Second Language Classrooms. New York: Cambridge
University Press.

Allington, R. L. 1984. Oral Reading. In P.D. Pearson (ed.), Handbook of

Reading

Research. New York: Longman.

Anders, P. L., J. V. Hoffman, and G. G. Duffy 2000. Teaching Teachers to

Teach Reading: Paradigm shifts, persistent problems, and

challenges. In M.L.

Kamil, PB. Mosenthal, PB. Pearson, and R. Barr (eds.) Handbook of Reading

Research, vol. 3. Mahwah, NJ: Lawrence Erlbaum.

Anderson, N.J. 1991. Individual Differences in Strategy Use in Second

Language

Reading and Testing. Modern Language Journal, 75:460-472.

Beck, I.L., M. G. McKeown, R. L. Hamilton, and L. Kucan 1997.

Questioning the Author: An approach for enhancing student

engagement with text. Newark, DE: International Reading
Association.

Carrell, P. L. 1983. Background Knowledge in Second Language

Comprehension. Language Learning & Communication, 2: 25-34.