My grammar teaching philosophy emphasizes the use of grammar first and foremost, recognizing that students are motivated by the ability to communicate effectively. Grammar should be a tool for achieving communicative goals, not an isolated academic exercise. I adopt a descriptive view of grammar, understanding that language rules are not universal but context-dependent. In my approach, the form, meaning, and use of language are interlinked. Grammar instruction is not about rigid rules but about helping students make decisions based on the context. 

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I employ the PACE model (Presentation, Attention, Co-construction, Extension) for inductive learning. Grammar is introduced in authentic, real-world contexts, followed by a focus on noticing and understanding the structure, which is co-constructed between teacher and student. This helps students internalize grammar while connecting it to real communication needs. I also employ task-based learning (TBLT), where students practice grammar in meaningful, real-world tasks. 

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Grammar is not just about structure, but also about maintaining relationships, making appropriate requests, and expressing themselves in ways that are socially acceptable and effective. Thus, connecting grammar to culture and pragmatics is crucial. 

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When giving feedback, I am mindful of timing, the level of the student, and their goals.  I focus on errors that impact meaning or occur repeatedly, and I encourage peer feedback, when appropriate, as it fosters deeper engagement and mutual learning.​​​ Additionally, I understand that language learners often experience U-shaped behavior, where they progress, regress, and then stabilize as they deepen their understanding. I approach this process with patience and empathy, knowing that errors and setbacks are a natural part of language learning.

 

Novice

 

For novice learners, I focus on direct feedback to avoid confusion and help them understand basic grammar rules clearly. I use simple, clear explanations and repetition to reinforce essential structures. Grammar is taught in context, and we focus on one form and one function at a time.

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Intermediate

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For intermediate learners, I provide a mix of direct and indirect feedback, depending on the situation. I try to use my best judgment based on the student, the error, the less focus, and the context. 

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Advanced

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For advanced learners, my feedback is mostly indirect, encouraging self-correction and long-term learning.

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