deductive method in teaching reported speech to efl learners

DEMOCRATIC AND POPULAR REPUBLIC OF ALGERIA

MINISTRY OF HIGH

UNIVERISTY OF TLEMCEN

FACULTY

DEPARTEMENT OF FOREIGN LANGUAGES

DEDUCTIVE METHOD IN TEACHING REPORTED

SPEECH TO EFL LEARNERS

This Teaching Practice

for the Licence

Presented by: Supervised by:

Ms. Fatima Zahra BEKKAL BRIKCI

Ms. Manel Horiya BOUDGHENE STAMBOULI

AND POPULAR REPUBLIC OF ALGERIA

OF HIGH EDUCATION AND SCIENTIFIC RESEARCH

UNIVERISTY OF TLEMCEN

ACULTY OF LETTERS AND LANGUAGES

DEPARTEMENT OF FOREIGN LANGUAGES

SECTION OF ENGLISH


SPEECH TO EFL LEARNERS

ractice Report is Submitted as a Partial Fulfillment

Licence Degree in Language Studies


Fatima Zahra BEKKAL BRIKCI Dr. Amine BELMEKKI

Ms. Manel Horiya BOUDGHENE STAMBOULI

Academic Year: 2013-2014

AND POPULAR REPUBLIC OF ALGERIA

AND SCIENTIFIC RESEARCH


as a Partial Fulfillment


Dr. Amine BELMEKKI

ii

Dedication

To my father, who has instilled the value of ambition, dedication, and value and

showed me unique ways to comprehend that success cannot be achieved

without love and support, and to my mother, who has shown me that

through kindness, patience, and understanding the world

can be a place of harmonious opportunities.

To my adorable nephew Ayoub Bachir

Fatima Zahra

To my father, who taught me that one who desires reaching the highest position

must work hard, and to my mother, who always taught me to take the right

decisions about what I like the most.

To my beloved niece Sarah

Manel Horiya

iii

Acknowledgments

With a deep sense of gratitude, I wish to express my sincere thanks to the

people who have been instrumental in the successful completion of this report. First

and foremost I share the credit of my work with my honourable supervisor, Dr.

Amine Belmekki, who always generously shares his wisdom, expertise, guidance,

time and inspiration whenever I got stuck in my report. One simply could not wish

for a better or friendlier supervisor. I am also thankful to my trainer teacher for her

kindness to have me observe her instruction for as many days as I needed to

complete my report.

I would like to extend my gratitude to my inspiring and challenging

teacher Mr. Abderrahmane Bassou for the continuous support of my work, for his

patience, motivation, enthusiasm, prompt responses, and immense knowledge. I

appreciate his assistance. I am also indebted to my teachers along the way,

particularly, Ms. Fatima Addar and Dr. Ali Bache for their wonderful

encouragement to continue my studies with an open and positive mind.

I owe thanks to all my friends for providing a sense for community and

camaraderie. My special thanks go to Manel, my report partner for positive outlook

to complete our work, Asma, Soumia, Abdelkader, for their moral support, and for

making these past few years the greatest. Not forgetting my best friends Amina and

Ibrahim who patiently listened to my frustrations, provided me with encouragement

over the past 4 years, and believed in my potentials to succeed in whatever path I

may choose. Their friendship makes my life a wonderful experience.

Last but not least, my wholehearted appreciation goes to my parents, my

brothers Oussama and Zaki, my sisters Selma, Mounia and Chama, whose words

of encouragement and push for tenacity ring in my ears. They were my anchors and

their love was my sunshine in the past few years and will always be.

Fatima Zahra

iv

Acknowledgments

The realisation of this training report would not have been possible without

the guidance of my teachers, help from my friends, and support from my family.

Above all, my utmost gratitude to my supervisor, Dr. Amine Belmekki, who

was abundantly helpful and offered invaluable assistance, support and guidance. It

is with immense gratitude that I acknowledge the encouragement and assistance of

my trainer teacher.

I cannot find words to express my gratitude to my teacher Mr.

Abderrahmane Bassou. Your advice on my training report, as well as, on my career

has been priceless. I would like to thank you for your great patience at all times. It

also gives me a great pleasure in acknowledging the support and aid of my other

teachers in the English department.

I am indebted to my many colleagues and mates who supported me in

writing, and incented me to strive towards my goal. I also consider it an honor to

work with my partner Fatima Zahra.

I owe my deepest gratitude to my parents, two sisters, and elder brother.

They were always supporting me and encouraging me with their best wishes.

Manel Horiya

vAbstract

The significance of teaching grammar to build students communicative

competence has been a controversial issue; however, recent understanding about the

controversy has come to an agreement that the debate is not on whether

grammatical competence is important, but rather on how to teach grammar. This

teaching practice report aims at providing some insights into the deductive method

of instruction in the context of teaching English as a Foreign Language to LMD

second-year students. The present teaching practice report, thus, is composed of two

parts: the first one is theoretical, and represents an overview of grammar and

reported speech as our area of interest; whereas, the second one is practical devoted

to the usefulness of deductive method in teaching reported speech.

vi

Table of Contents

Dedication .............................................................................................................. ii

Acknowledgments ................................................................................................. iii

Abstract ...................................................................................................................v

Table of Contents ...................................................................................................vi

List of Tables and Abbreviations ......................................................................... viii

General Introduction................................................................................................1

Part One: Grammar and Reported Speech

1.1. Introduction ......................................................................................................4

1.2. Grammar Defined .............................................................................................4

1.3. The Place of Grammar in Language Teaching Methods ...................................5

1.4. Presenting Grammar .........................................................................................7

1.4.1. Grammar presentation principles....................................................................7

1.4.2. Deductive and inductive method to grammar teaching ...................................7

1.5. Grammar Practice and its Pedagogical Implications..........................................9

1.5.1. Some types of grammar assimilation activities .............................................10

1.5.1.1. Awareness raising .....................................................................................10

1.5.1.2. Controlled practice ....................................................................................10

1.5.1.3. Guided (meaningful) practice....................................................................11

1.5.1.4. Free sentence composition ........................................................................11

1.5.1.5. Discourse composition and free discourse.................................................12

1.6. Grammar and Reported Speech.......................................................................12

1.6.1. Reported speech as grammatical aspect........................................................12

1.6.2. Teaching reported speech deductively..........................................................13

1.6.3. Shifting from direct to reported speech ........................................................14

1.7. Conclusion......................................................................................................15

Part Two: Deductive Method to Teaching Reported Speech

2.1. Introduction ....................................................................................................18

vii

2.2. The Setting .....................................................................................................18

2.3. Classroom Observation Description ................................................................18

2.3.1. Grammar course observations ......................................................................19

2.3.1.1. Instructional environment and materials ....................................................19

2.3.1.2. Content organisation .................................................................................19

2.3.1.3. Classroom management ............................................................................19

2.3.1.4. Teacher-student interaction .......................................................................20

3.1.5. Classroom activities .....................................................................................20

2.3.2. English class observation (Electronics Speciality .........................................20

2.4. Lesson Plan.....................................................................................................21

2.5. Teachers Feedback about the Performance ....................................................26

2.6. Self-Evaluation Accounts................................................................................26

2.6.1. TA self-evaluation account ..........................................................................26

2.6.2. TB self-evaluation account...........................................................................27

2.7. Conclusion......................................................................................................27

General Conclusion ...............................................................................................28

Bibliography..........................................................................................................29

viii

List of Tables

Table 1.1. Deductive method: advantages and disadvantages...................................9

Table 1.2. Inductive method: advantages and disadvantages ....................................9

Table 1.3. Modals shifting .....................................................................................15

List of Abbreviations

3Ps: Presentation Practice Production

CBLT: Competency Based Language Teaching

CLT: Communicative Language Teaching

EFL: English as a Foreign Language

GTM: Grammar Translation Method

LMD: Licence Master Doctorate

Ss: Students

TA: Teacher A

TB: Teacher B

UG: Universal Grammar

1General Introduction

English is an international language, spoken in many countries both as a

native and as a second or foreign language. Moreover, English is learned

everywhere because people have found out that knowledge of English is a passport

for better career, better pay, advanced knowledge, and for global communication.

English is also learned for the literature it possesses and for the variety and rich

experience it provides.

In some form or other, grammar has always been part of language teaching.

It has also, historically, been one of the most contentious issues within a contentious

subject. For instance, after a long public and professional debate about what, how

and why it should be taught, the explicit teaching of grammar became officially part

of subject English.

In fact, this work seeks to yield some understanding about the deductive

fashion to lecture grammar items to LMD second-year students. This report,

therefore, embodies two main parts: a theoretical and a practical one. The first part

addresses various views on clarifying what does the concept of grammar entail,

and its position in different language teaching methods. It also furnishes some

grammar presentation principles. More importantly, it offers an explanation of both

deductive and inductive methods to grammar teaching, exposing at the same time

their advantages and disadvantages. Furthermore, it establishes some classes of

grammar activities ranging from the most controlled and form-oriented practice to

the least controlled and meaning-oriented practice. Then, it explains the adoption of

deductive way to present reported speech as a grammatical item, illustrating with

some backshift rules to indirect speech.

The second part is primarily concerned with the process of teaching

practice. First, it mentions the setting of TA and TB (which stand for Teacher A and

Teacher B respectively) teaching experience. It moves forward to the description of

classrooms observations that took place in two different fields (English and

2Electronics). The English classroom observation entails instructional environment

and materials, content organisation, classroom management, teacher-student

interaction and classroom activities. Then, it describes the lesson plan respecting the

3Ps (Presentation, Practice and Production) model. Lastly, it reveals both the trainer

teachers feedback and the trainee teachers self-evaluation of the lecture

performance.

Part One: Grammar and Reported

Speech

1.1. Introduction

1.2. Grammar Defined

1.3. The Place of Grammar in Language Teaching Methods

1.4. Presenting Grammar

1.4.1. Grammar presentation principles

1.4.2. Deductive and inductive method to grammar teaching

1.5. Grammar Practice and its Pedagogical Implications

1.5.1. Some types of grammar assimilation activities

1.5.1.1. Awareness raising

1.5.1.2. Controlled practice

1.5.1.3. Guided (meaningful) practice

1.5.1.4. Free sentence composition

1.5.1.5. Discourse composition and free discourse

1.6. Grammar and Reported Speech

1.6.1. Reported speech as grammatical aspect

1.6.2. Teaching reported speech deductively

1.6.3. Shifting from direct to reported speech

1.7. Conclusion

Part One Grammar and Reported Speech

4

1.1. Introduction

The role and type of grammar instruction in English as a Foreign Language

(EFL) teaching has been one of the most controversial issues for decades. In recent

times, however, grammar instruction has come to reconsideration and regained its

central role in the language learning and use. It is seen as valuable, if not

indispensable, within the context of EFL teaching and learning, as without good

command of grammar, learners language development will be severely

constrained. Thus, the incessant debate over the usefulness and the form of

grammar teaching (and, consequently, of grammar instruction) has resulted in

plenty of different methods and techniques of formulating grammar instruction,

among which two stand out, namely inductive and deductive method.

1.2. Grammar Defined

The word grammar itself has a rather interesting etymology. It comes from

the Greek expression grammatik techn, meaning art of letters, which also contains gramma letter, itself from graphein, meaning to draw, to write.

Grammar is a wide-ranging concept and has been defined in a number of

ways by language teachers and grammarians. The Collins Concise English

Dictionary (1982) construes it as:

1. The branch of linguistics that deals with some apparent regularity of

structure (morphology) and arrangement into sentences (syntax), sometimes

also the sound system (phonology) and the system of meaning (semantics).

2. The abstract system of rules in terms of which a persons mastery of his

native language can be explained.

3. The systematic description of the grammatical facts of a language. In this

sense, grammar characterises language and is integral to it.

Another view is carried out by F. De Saussure, the Father of modern

linguistics, who tried to express grammar as the servant and not the master of

language. According to him (1916), language happened in speech and writing, and

grammar had nothing to do outside of language. Nonetheless, N. Chomsky (1995),


5

who studied structural linguistics, redefined grammar as a theory of language

structure rather than a description of actual sentences. He considered grammar as a

structure intrinsic in language and working intimately with lexis, rather than an

imposition of structure upon lexis. Chomsky (1995:14) points out that:

The language faculty has an initial state, genetically

determined; in the normal course of development it passes

through a series of states in early childhood, reaching a

relatively stable steady state that undergoes little

subsequent change, apart from the lexicon. To a good first

approximation, the initial state appears to be uniform for

the species. Adapting traditional terms to a special usage,

we call the theory of the state attained its grammar and the

theory of the initial state Universal Grammar (UG).

From Chomskys perspective, some of what we call grammar is arbitrary;

still it is built upon a fixed and definable base. His idea of grammar is that it is a

device for producing the structure, not of a particular language, but of the ability to

produce and understand sentences in any and all languages. Everyone knows what

grammar is; or, at least, everyone knows grammar when they see it. Yet, it is quite

elusive to give a full definition of grammar.

1.3. The Place of Grammar in Language Teaching Methods

Grammar frequently brings to mind tedious lessons with endless drills,

repetition, and other generally mindless practice, focused on mostly obscure rules of

how people are supposed to write and speak. However, it is seen as a living resource

that is central to the teaching and learning of all languages. With the great impact of

linguistics on language teaching, the twentieth century, particularly, has

revolutionised a change in people's traditional attitudes and approaches towards the

teaching of grammar.

In the history of language teaching, the role of grammar has been addressed

by a long list of historical approaches and methods, though some of them are noted


6

for their influence. One of the earliest of these, the Grammar Translation Method

(GMT), was characterised by using grammar as the starting point to language

learning in which a grammar rule is explicitly presented to students, followed by

practice applying the rule. Around the turn of the 20th century, linguists gave rise to

the so-called Direct Method and the Audiolingual Method. The former came into

existence as a response to GTM, as students should learn a second language in the

same way that they learned their first; grammar was taught through oral practice,

drills, and repetition, not through memorisation and written manipulation of explicit

rules. Audiolingualism, on the other hand, was another structural method that shared

this implicit orientation toward grammar. However, inspired by Chomskys theory

of UG (1965), cognitive approaches represented a shift back to more explicit

grammar instruction. Then, the pendulum swung again toward the implicit in the

1970s with the advent of humanistic approaches, particularly Communicative

Language Teaching (CLT).

Unlike previous approaches, CLT emphasized meaningful interaction and

authenticity in learning activities. It held that communication should be the goal of

instruction. Moreover, grammar was not explicitly taught; proponents instead

believed that accuracy would be acquired naturally over time. At the end of the

twentieth century, another method has been introduced in several places of the

world, labeled Competency-Based Language Teaching (CBLT).

CBLT is among the latest methods of the twenty-first century, focusing on

outcomes or outputs of learning. Accordingly, CBLT focuses on competencies

which are not only the knowledge of the grammar of a language, but also the

capabilities to perform at least the basic language functions to survive in society.

However, certain aspects of the grammar of the language are necessary before the

students can perform the function successfully, which are at best obtained through

communicative exercise.

In brief, the twentieth century remained a century of methods and

approaches in the field of language teaching. Although the principles of the methods

are different from one another, there is always a focus on grammar, whether explicit


7

or implicit. Therefore, at any time, at any stage and in any circumstances, grammar

teaching cannot be diluted. It ought to be an important part in foreign language

teaching.

1.4. Presenting Grammar

EFL learners are usually exposed to new grammatical items orally. As a

consequence, grammar teaching textbooks often go into various fashions

appropriate for verbal presentation yet inappropriate for grammar workbook. Thus,

this section does not discuss individual techniques; rather it summarises the most

important presentation principles and offers a brief insight into two grammar

teaching methods.

1.4.1. Grammar Presentation Principles

The following presentation principles: efficiency, clarity, attention and

motivation, and appropriacy, are asserted in Harmers book Teaching and Learning

Grammar (1987:18) and Thornburys book How to Teach Grammar (1999:25-

27). Efficiency means that the grammatical item is said to be presented so that

students can utilise it on their own as soon as possible. Clarity is another important

factor in a good presentation, Harmer (1987:18) claims that students should have

no difficulty in understanding the situation or what the new language means. In

addition, the item should not reveal any difficulty to students to concentrate on it,

and learners should be motivated to learn it. Moreover, grammar teachers can make

their presentation as lively as possible by using some techniques and aids, such as:

dialogues, pictures, time lines, highlighting, or some discovery techniques. Finally,

the presentation needs to be appropriate for the grammar point explained and for the

target learners. All these principles make an effective grammar presentation.

1.4.2. Deductive and Inductive Method to Grammar Teaching

Grammar presentation refers to how the teacher introduces the meaning and

form of a certain grammatical structure. It can be performed either explicitly or

implicitly. These two main categories of teaching grammar are extremely distinct

from each other, varying from the top down method to the bottom up method.


8

These fashions are: deductive and inductive methods, and fall into rules and

context.

Grammar teachers use either deductive or inductive method to introduce a

new grammatical item. In the deductive, also rule driven way, the grammar rule is

explicitly introduced and explained by the teacher (presentation stage). The

explanations are often done in the students' native language and using grammatical

terms. Then, the students are engaged with it through the study and manipulation of

examples in which the rule is applied (practice stage). Finally, learners are required

to produce sentences applying the rule they have learnt (production stage). That is,

the deductive method is closely associated with the 3Ps, which consists of a three

part teaching paradigm: Presentation, Practice and Production (Skehan, 1998: 93).

In the inductive, also rule discovery path, on the other hand, the learners first

observe, analyse, and compare the examples proposed by the teacher and infer

implicitly the grammar rule. In other words, the teacher provides learners with

authentic language data, and induces the learners to realise grammar rules without

any form of explicit (clear) explanation. Students will become evident to the

grammar rules if they are given enough appropriate examples.

To sum up, a deductive method to a grammar teaching underlines

explaining the grammar item to learners and then training them in applying it,

whereas an inductive method promotes practising the syntactic structure in context

and then asking learners to infer the grammar rule from practical examples. While

the deductive way is said to be more teacher-centered, the inductive path is

considered to be more learner-centered. Choosing one of these methods should be

based on the abilities of the students, as well as, their age and learning styles.

Here are some advantages and disadvantages of both deductive and

inductive grammar teaching methods:


9

Advantages Disadvantages

It gets straight forward to the point;

therefore, it is time-saving.

It may be difficult for young learners

since they do not have enough

metalanguage.

It increases students confidence in

examinations written with accuracy as

the main criterion of success.

It may decrease the learners interaction;

therefore, they may become passive

learners.

It allows the teacher to deal with

language points as they come up rather

than having to anticipate them and

prepare them in advance.

Grammar is taught in an isolated way,

and little attention is paid to meaning.

The practice is often mechanical.

Table 1.1. Deductive Method: Advantages and Disadvantages

Advantages Disadvantages

It could enhance learning autonomy

and self-reliance.

Some rules cannot be induced easily.

Students are more actively involved in

the learning process.

It is time and energy consuming; it may

mislead to the belief that rules are the

objective of language learning

It favours pattern-recognition and

problem-solving abilities.

It can place heavy demands on teachers

in planning a lesson.

Grammar is taught in context. Grammar is not taught directly.

Table 1.2. Inductive Method: Advantages and Disadvantages

1.5. Grammar Practice and its Pedagogical Implications

Learners are usually more interested in practicing grammar rules rather than

being only exposed to them because they always try to answer the question Am I

able to use this new item? Hence, the aim of the practice stage is to give students


10

full practice of target items, both in speaking and writing, so that they will be able

to use them accurately and fluently, in various circumstances, on their own.

1.5.1. Some Types of Grammar Assimilation Activities

Ur (1988:11) defines practice as any sort of learners employment of the

language with the aim of enhancing learning. Two basic classes of grammar

practice are recognized. Accordingly, exercises and activities that focus on form,

and teach the learners to use correct structures attempt to achieve accuracy; whereas

exercises and activities that aim attention at meaning, and teach the learners to use

the language efficiently intend to teach fluency (Thornbury, 1999:92-93). These two

types form a range with awareness raising activities being the most controlled,

form-oriented practice and with free discourse being the least controlled, meaning-

oriented practice (Ur, 1996:84). Here is the classification:

1.5.1.1. Awareness Raising

Awareness raising activities are exercises that focus learners attention on

form and/or meaning (Ur, 1996: 84). In that activities, students are provided with

a text and simply underline samples of a given grammatical item (Ur, 1996:84),

exercises with some given right or wrong answers to be corrected by students

(ibid.), exercises with diverse options to choose from (Thornbury, 1999:107 and

Scrivener, 2005:261), exercises with answers-questions matching (Scrivener, 2005:

261), and other types of matching (sentence to a response, pictures to sentences,

parts of sentences, etc.). The students, in awareness-raising exercises, are required

to analyse only grammar rules, and determine whether they grasped the

explanations well.

1.5.1.2. Controlled Practice

Learners mold the language according to the newly learnt grammar rules,

sometimes without understanding the content. The most often used controlled

practice exercises are fill-ins, drills, word order, and sometimes even translations.

These exercises can become more entertaining by the introduction of piquant or

amusing subject matter, or some game-like techniques (Ur, 1988:9).


11

Fill-in the gap is a type of exercise in which sentences are missing some

words with a choice of words to insert. Students write just one or two words for

every sentence, which makes the exercises rather fast, time-saving. As Harmer

(1947:52) puts it Fill-ins are fairly easy to write and are useful for quick practice of

specific language points.

In written drill exercises, students exhibit building proper sentences

applying the recently learnt element (Harmer, 1947:41). These sentences are

proposed by the teacher or textbook. Students are given a model sentence, and then

cues needed for the production of their own sentences, following the sentence

pattern. These are labeled substitution drills (term used by Scrivener, 2005:257).

Scrivener also proposes: transformation drills (students need to use their own words

to express information given by the textbook using the grammatical item), true

sentences (students answer questions with sentences that are true for them; again

they are told what grammatical item or items to use), transformation into a different

grammatical structure (e.g. change into questions, or change into the past perfect),

and substitution drills with pictures (ibid., 258-9).

Word order exercises have mixed up sentences with words and phrases to

arrange to their usual sequence. These exercises are very much controlled, as all the

words are given. Yet, they are very useful because they practise something that is a

problem for most non-native speakers of English (Harmer, 1947:53).

1.5.1.3. Guided (Meaningful) Practice

There is no much control over the output language. Learners form

sentences of their own according to a set pattern, but exactly what vocabulary they

use is up to them (Ur, 1996:84). An example of this type of exercise might be

parallel writing. It is an exercise where a text of certain type (postcard, e-mail,

brochure, etc.) acts as a model that has to be followed by learners in producing a

similar text (Harmer, 1947:54).


12

1.5.1.4. Free Sentence Composition

In free sentence composition, learners attempt to write sentences about a

given situation, a picture, a questionnaire or some other cue (Harmer, 1947:54 and

Scrivener, 2005: 265). Another kind of sentence composition expects the learners to

deliver correct questions to given answers. The composition is usually structure-

based, that is to say that the students are instructed towards a specific order.

1.5.1.5. Discourse Composition and Free Discourse

In free discourse exercises and activities, students have a discussion or

write a passage in agreement with a given assignment (Ur, 1996:84). The type of

grammar practice where the students are directed to include certain structures in

their discourse is referred to as discourse composition (term used by Ur, ibid.).

1.6. Grammar and Reported Speech

Reported speech is a very rich grammar area to teach as it can involve

considerable manipulation of form. Besides, it is a very easy piece of grammar to

locate and exploit with texts. The use of reported speech is especially important to

foreign language learners because, at this point, they are fine-tuning their

communication skills to include expressing the ideas of others, as well as, their own

opinions. To better understand reported speech, however, it is helpful meanwhile to

look at direct speech which can also be used to report a persons words, thoughts,

and beliefs.

1.6.1. Reported Speech as Grammatical Aspect

As the term itself implies, reported speech (1)which some grammar

books call indirect speech, also referred to by linguists and grammarians as

hypotactic locutions invokes utterances that are not quotations, but that reflect

what someone has said. In contrast to reported speech, direct speech (2) indicates

the actual words spoken by a person and is enclosed in quotation marks. Reported

speech is commonly found in newspapers, magazines, and fiction. Reported speech

includes a noun clause introduced by such verbs as say, tell, shout, ask, remark, etc.

(1) Ann said, I like that book. Direct speech, exact quotation.


13

(2) Ann said that she liked that book. Indirect speech, a report of someones

words.

These noun clauses report or convey a sense of what someone else has said

or written. There are different types of reported speech noun clauses, depending on

the type of clause the noun clause is derived from. They are introduced by the

following subordinating conjunctions:

That introduces noun clauses that report statements someone has said.Whether (or not) and if introduce yes/no questions someone has asked.Wh-questions words introduce information questions someone has asked.

There is another type of reported speech, imperatives or commands, which

tell someone to do something. Imperatives in direct speech change to the to

infinitive form in reported speech, as in sentence (3a). If it is a negative imperative,

we drop the auxiliary do and place not before the to infinitive, as in sentence (4a).

(3) Pam said, Eat something. (3a) Pam said to eat something. Affirmative

(4) Pam said, Dont eat anything. (4a) Pam said not to eat anything. Negative

Exclamations, or interjections, are also found in reported speech.

Exclamations refer to expressions of surprise, dismay, pleasure, or other similar

emotions. Exclamations in reported speech retain the same word order they have in

direct speech, as in sentence (5a).

(5) Pam said, What a mistake I made!

(5a) Pam realized what a mistake she had made.

1.6.2. Teaching Reported Speech Deductively

Teaching reported speech to EFL learners can be done through a deductive

method. Accordingly, the deductive lesson includes giving the rules of reported

patterns beforehand to students.

This comes about following the 3Ps model, a well know deductive

technique. The teacher starts the lesson by giving a hint about reported speech as a

grammatical phenomenon. Then, she explains reported speech being a means to


14

give the exact meaning of speech without necessarily using the speakers exact

words, and elicits examples on the board. The next step entails highlighting the idea

that there is a slight change in reporting a statement in the present while there is a

considerable change to be taken into account when reporting in the past. After that,

once the students have understood the basic concept of stepping one step back into

the past when reporting in the past, they can easily begin to make the minor changes

in pronoun and time expression usage. For the students to better acquire the rules,

the teacher has to provide sufficient practice of all kinds, in which students have to

turn sentences into reported speech. The teacher, thus, can evaluate the students

comprehension of the patterns, and also have the opportunity to reconsider the rules

once more. Finally, the learners reach the production stage, in which they are able to

manipulate reported speech structures they have been practicing, accurately and

fluently for communicative purposes.

1.6.3. Shifting from Direct to Reported Speech

When shifting from direct to reported speech, a set of grammatical changes

are necessary to be made because the spoken words by someone may be reported in

another place at a different time, and perhaps by a different person. These shifts are

as follows:

Personal pronouns in the first person, which refer to the speaker, are shifted tosecond or third person, unless the speaker is reporting him/herself. The second

person pronoun, which refers to the listener, is shifted to first or third, according to

the identity of the listener.

Demonstratives and deictic adverbs which refer to the here and now (this, these, here, now) are replaced by more remote forms (that, those, there, then).

Verb tenses of the statement (reported clause) are back-shifted from a present to a past tense and from a past tense to a past perfect if the introductory verb is used

in the past simple tense. It should be noted that the form of the tense does not

change, i.e., simple, continuous and perfect remain the same, except from the past

simple to the past perfect.


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Reported interrogatives and imperatives follow the normal word order of declarative sentences.

Some modals change yet others remain unchanged as it is shown in the following table:

Direct Indirect

Will Can May Shall

Would Could Might Would(prediction)

Should(offers, requests and

suggestions)

Would, could, might, should, ought to, neednt, used to

Would, could, might, should, ought to, neednt, used to

Must(obligation) Must(deduction)

Must/ had to Must

Table 1.3. Modals Shifting

1.7. Conclusion

In short, grammar has often been considered like a tool kit. For example, a

good mechanic can fix a car if it has a minor problem easily, as long as he has a

screwdriver and a couple of other tools, because he knows enough to make those

tools work in capacities other than those for which they were originally intended.

However, if the car needs major work, it cannot be done without a tool kit. The

same parallel can be drawn with grammar; if you do not know grammar, there is a

point after which you cannot improve without that grammar instruction.

The research surrounding grammar is often conflicting. This part was an

attempt to shed light on the role of grammar in language teaching methods

throughout time. Moreover, it was necessary to throw some light on the difference

between two of the most well-known grammar presentation methods: the inductive

and deductive method. Meantime, it was crucial to explore the divergent types of


16

activities for practising grammar. The present part was also about analysing

reported speech as a grammatical aspect, and most importantly, examining it

through a deductive method.

Part Two: Deductive Method to

Teaching Reported Speech

2.1. Introduction

2.2. The Setting

2.3. Classroom Observation Description

2.3.1. Grammar course observations

2.3.1.1. Instructional environment and materials

2.3.1.2. Content organisation

2.3.1.3. Classroom management

2.3.1.4. Teacher-student interaction

3.1.5. Classroom activities

2.3.2. English class observation (Electronics Speciality)

2.4. Lesson Plan

2.5. Teachers Feedback about the Performance

2.6. Self-Evaluation Account

2.6.1. TA self-evaluation account

2.6.2. TB self-evaluation account

2.7. Conclusion

Part Two Deductive Method to Teaching Reported Speech

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2.1. Introduction

After three years of studies at university, all EFL students are required to

bring into operation the theoretical background of teaching through observing

teachers, interacting with students, and learning about themselves as professional

educators. During teaching practice, a student teacher is given the opportunity to try

the art of teaching before actually getting into the real world of the teaching

profession (Kasanda, 1995). In this way, student teachers gain experience in

managing and evaluating class work.

As third-year students, when we first thought about teaching practice

experience, we went through many emotions. It started with excitement because that

meant we were that much closer to graduating. However, with so many questions

running through our minds, we started to feel intimidated by what was soon to

come.

After a long discussion, my colleague and I decided to practice grammar

teaching to second year students. This is because to evaluate our abilities in

transmitting and explaining grammar rules to learners, since we already developed

our elementary grammar knowledge during the previous two years at university.

2.2. The Setting

We initiated our training sessions on February 16th, 2014, at Department of

Foreign Languages, English Section, for four sessions. We performed two sessions

with second-year LMD students, and the module we chose to teach is Grammar,

more precisely, reported speech. Besides, we had taken the advantage of

examining a third-year class of Electronics, at Faculty of Science and Technology,

in Chetouane.

2.3. Classroom Observation Description

Classroom observation has a great impact in practice teaching as it

promotes the spirit of observation, learning and reflection. Therefore, it presents an

opportunity to see real-life teachers in real-life teaching situations. In this

observation task, we will discuss the environment, the learners participation, the


19

teacher overall effectiveness and other aspects that need to be covered. To be

efficient in this observational process, we sat at the back of the classroom, taking

notes, when it was necessary.

2.3.1. Grammar Course Observations

The course core that we observed was Grammar which meets every Sunday

from 11h30 to 14h30, and Monday from 11h30 to 13h, along four sessions.

2.3.1.1. Instructional Environment and Materials

The seating arrangement was the traditional one. There were four rows of

students facing the chalk blackboard. In each row, there were about seven lines of

double student. One of the main disadvantages of having such a seating is that the

teacher generally tended to address more frequently the students from the front row

and, therefore, the amount of interaction between the teacher and the students was

unevenly distributed. Yet, the classroom was warm enough for students to feel

comfortable.

During our observation, we conceived the lack of technology to support the

lesson. Instead, the teacher depended on the use of a handout.

2.3.1.2. Content Organisation

The lessons plans that the observed teacher had designed were well-

structured ones; each sessions lesson was related to the previous ones. At the same

time, the lessons objectives were clearly stated, the titles were presented with a

logical sequence, and the presented materials were aligned with both student

knowledge and the purpose of the course. The teacher had also paced the lessons

appropriately. However, she neither began nor ended the lessons on time, most

often.

2.3.1.3. Classroom Management

The instructor explained the ideas with clarity, using intonation to vary

emphasis. Yet, she did not maintain an effective eye contact with all her students.

The teacher, indeed, restated important ideas at appropriate times, and varied


20

explanations and examples for complex material. The teachers presentation of

grammar relied heavily on the use of the deductive method. Consequently, passive

learning was favoured over active and collaborative learning. The teacher was

sitting at her desk all the time dictating the lesson, and standing at the blackboard

only to write key-terms or titles. Thus, we noticed that the teacher did not

demonstrate any enthusiasm for the subject matter, as well as, she rarely used

humor to strengthen retention and interest.

2.3.1.4. Teacher-Student Interaction

Teacher-student interactions were friendly and demonstrated general caring

and respect. The teachers questions were formulated clearly and used to monitor

students progress. However, learners were not actively encouraged or not given

enough time to answer, most frequently. Nevertheless, the instructor responded to

nonverbal cues of confusion, and used code-switching when the majority did not

seem to understand. The lecturer also admitted error or insufficient knowledge.

2.3.1.5. Classroom Activities

The last observed session involved a teacher-directed activity that was

already handed in. There were few students engaged quite actively in correcting the

activity while the rest were not responsive either because they did not prepare

themselves or were not motivated. Moreover, we were surprised that the actual

activity (passive /active voice) was not aligned with the last sessions lecture

(reported speech). That is, the teacher did not well manage time to balance between

the lecture and their activities.

2.3.2. English Class Observation (Electronics Speciality)

This additional observation process was to explore English grammar

teaching in other fields other than literary ones. The class we observed was

scheduled on November 24th, 2014 from 11h30 to 13h with Mr. BENABADJI.

Actually, the method used was GTM; the rules and examples were given in English;

then, translated and explained in French. The teacher, thus, did not challenge his


21

students to use English in their participation, though they are required to write a

Master thesis in English.

2.4. Lesson Plan

Module: Grammar

Performers: TA----> M. Boudghene Stambouli & TB----> F. Bekkal Brikci

Level: LMD2

Day one: 04/06/2014

Time: 13h15-14h25

Lesson title: - Reporting Questions

- Reporting Orders, Requests and Advice

Background knowledge: the students learned reported speech beforehand.

Objectives: By the end of the lesson, students should be able to:

- Convert wh and yes/no questions to declarative sentences.

- Discern the patterns of reporting orders, requests and advice.

- Recognise different reporting verbs.

Aids: chalk blackboard, laptop, projector, speakers and handouts.

Notes: - TA= teacher A; TB= teacher B; Ss= students.

- Ss should pay attention and write only after the T has finished explaining.

- The PowerPoint is used to highlight the main points of the whole lesson

and the different illustrations.

Warm-up Stage (estimated time: 5 minutes)

TA asks Ss what they learned in class the previous session. TA introduces that Ss will deal with reporting questions.

Presentation Stage (estimated time: 65 minutes)

Step 1: Reporting Questions (26 minutes)

TA explains that questions are reported using verbs as: ask, wonder, want toknow, question and inquire, using normal word order, i.e., the subject comes before

the verb.


22

TA reads two examples from the PowerPoint slide, and then writes them on the blackboard so as to explain how to transform them into indirect speech.

TA adds that the question mark is omitted. Also, that is never used when reporting a question.

TA mentions that wh-questions are reported with wh-word (who, when, how much, which, where, etc) and the statement.

Where have you been all night?My parents wanted to know where I had been all night.

TA indicates that some wh-questions with should (about the right thing to do) are reported by using an infinitive (drop should and add to+ stem)

TA advances that yes/no questions are reported with if or whether and the statement.

Are you British or American?He asked me whether I was British or American. TA points out that only whether is used: after the verb question, after a preposition, and before an infinitive.

Are you ready?The lady questioned whether we were ready.Did you come by train?He inquired about whether I had come by train.Should I bring with me the computer?Tom wondered whether to bring the

computer with him.

TA inserts that whether or not or whether/if not are possible; yet, if or notis uncommon.

TA signals that sometimes a noun must be inserted to avoid confusion and ambiguity as illustrated in, Tom said: He came in through the window Tom said that he came in through the window. The noun the thief, for example, should be

inserted instead of the pronoun he.

Step 2: Reporting Orders (18 minutes)

TB explains on the blackboard that orders are reported with the verb tell,followed with an object and a to-clause, have to or must.

TB exemplifies with three instances, and asks Ss to figure out the correct transformation.


23

Stop the car He told me to stop the car. Or: He told me that I must/ had to stop the car. TB makes the point that orders can be also reported with verbs like demand and insist, followed by must, have to or subjunctive in more formal situations.

TB insists that Ss should bear in mind that the subjunctive is the same as the bare infinitive that has no s in the third person singular and where the same forms are

used in both present and past situations.

Step 3: Reporting Requests (11 minutes)

TB clarifies that requests are reported using ask with an object and the infinitive.Other verbs are: beg, plead to and request.

In the same way, TB provides two examples, and asks students to apply the mentioned pattern on them.

TB says further that requests for objects are reported using the pattern ask + for + object.

May I have a glass of water? He asked for a glass of water.

Step 4: Reporting Advice (10 minutes)

TB explicates that advice can be reported with verbs such as advise, propose, recommend and suggest, followed by that-clause with should or a subjunctive. The

gerund can be also used when we do not want to mention who will perform the

action.

The example and its possible transformations are projected and explained thoroughly.

Note: the observer teacher asks TB to finish the session at this level, and carry on

the following day.


24

Day two: 04/07/2014

Time: 11h45-13h

Lesson title: - Reporting Advice (cont.)

- Reporting Opinions

Objectives: By the end of the lesson, students should be able to:

- Make correctly the reporting of opinions.

- Differentiate the use of reporting verbs with that-clause, to- infinitive

clause or a gerund.

Warm-up Stage (estimated time: 3 minutes)

TB reviews briefly the different types of reporting that were tackled.

Presentation Stage (estimated time: 30 minutes)

Step 1: Reporting Advice (cont.), (7 minutes)

TB continues that the verb advise can alternatively be followed by an objectplus to-infinitive clause, showing an example which was quite easy for Ss to report.

Step 2: Reporting Opinions (10 minutes)

TB introduces that opinions are reported using verbs such as: think, expect, feel, imagine, reckon, suppose and suspect with a that-clause.

I am going to get this job, he said.

He reckoned that he was going to get that job.

TB expands that tell and say in continuous tenses can be used to report opinions in informal situations.

Step 3: Reporting Verbs Summary (13 minutes)

TA spotlights a summary table of different reporting verbs that can be used with that-clause, to- infinitive clause or a gerund. Then, TB distributes to Ss a handout

of the summary table.

Practice Stage (estimated time: 26 minutes)

Aim: To develop Ss ability to recognise the necessary transformations involved in

reporting questions, orders, requests, advice and opinions.


25

Activity (11 minutes): Transformation drills

Turn these sentences into reported speech:

1- What kind of holiday has Marco had?

Paul wanted to know what kind of holiday Macro had had.

2- Boss: Don't use the office phone for your personal calls, Jack

The boss ordered Jack not to use the office phone for his personal calls.

3- Do you go jogging at the weekends? she asked.

She wondered if / whether I went jogging at the weekends (or not).

4- Why don't we go to the new Italian restaurant? said Vanessa.

Vanessa suggested that we (should) go to the new Italian restaurant.

Vanessa suggested going to the new Italian restaurant.

5- Are you leaving for Paris tomorrow, Janet?

Alex has inquired about whether Janet is leaving for Paris tomorrow.

6- Can you please go with me to the sauna tonight?

My friend asked me to go with her to the sauna that night.

My friend asked (me) if I could go with her to the sauna that night.

7- My father says, The current president will win the election.

My father believes that the current president will win the election.

Background music is turned on while Ss are working on their activity in order to create a comfortable and smooth atmosphere.

TA and TB circulate around the room observing and helping as needed. When the tasks time is over, TA and TB invite Ss to write their answers on the board with correction of mistakes if there are any.

Production Stage (estimated time: 16 minutes)

Aim: To develop Ss imagination by creating their own sentences

Ss are asked to write five sentences (Question, order, request, advice, opinion). They are required to use different tenses. (Individual work)

Ss practise by reporting to the other classmate what the sentence was about. (Student a reads the sentence; student b reports; student c listens); they take

turns.


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2.5 . Teachers Feedback about the Performance

Immediately following the class, we stayed and talked with our trainer

teacher about how she felt the lecture went. Overall, she acknowledged us for the

harmonic performance, insightful organisation and planning of the lesson as well

the relaxing music while practising the activity. Nonetheless, she would prefer that

grammar patterns to be inferred by the learners rather than being delivered to them.

These were her only observations; however, we expected more detailed comments

and further recommendations to help us in our teaching career.

2.6. Self-Evaluation Accounts

Reflection is an integral part of teaching practice which is a complex

experience, and generates both positive and negative emotions for the students. The

following section considers the student performers self-evaluation accounts.

2.6.1. TA Self-Evaluation Account

Throughout my student teaching experience I went on various emotions.

There are many things that I liked in my teaching performance and others that I

have to avoid so that to be effective in my future teaching career. On one hand, I

realised that I own some of the qualities that may allow me to be a good teacher,

such as: self-confidence, mastery of the language, answering questions on the spot,

encouraging students participation, as well as, restating important ideas when

necessary. On the other hand, I conceived my lack of experience in managing the

classroom. If I was accorded a second opportunity to perform the lecture I would

rely on the inductive method so that my students deep cognitive depth would be

exploited. Moreover, I would arrange the students tables in the U shape. In

addition, I would place the data-show on the teacher desk, not far from him. More

importantly, I would insert some creative and collaborative activities that support

communicative purposes. At last, this training was a fruitful and profitable

experience for me, not only because I learnt to put into practice all the theoretical

information about teaching, but also, because this experience encouraged me much

more to teach in the future in spite of all the difficulties I may encounter.


27

2.6.2. TB Self-Evaluation Account

My student teaching experience went so much better than I had expected.

The area in which I saw the greatest gain was self-confidence. Deep down, I knew

that I was capable of becoming a successful teacher, albeit I had my doubts that

students would not see me in the same light. I only had some stress because my

hands were shaking, but the nervousness vanished away by itself in few minutes,

when I started explaining. Given the opportunity to retain what I have learned and

experience student teaching a second time, I would do a few things differently.

First, I would bring a camera to make a self-reflection, as well as, to keep the video-

recording as an unforgettable souvenir. Second, I wish I had included a game

activity involving the students to increase their motivation. Lastly, I would

definitely try a different method than the deductive one so as to bring the spirit of

creativity. The excitement of this experience has really got the adrenaline flowing

through my veins, and makes me eager to attempt again.

2.7. Conclusion

In a nutshell, teaching is a complex and dynamic activity, and during a

lesson many things occur simultaneously. Thus, it is not possible to observe all of

them. The aim of this part was to cover the most essential parameters in observing

an EFL classroom. Furthermore, it was crucial to deal with the deductive method in

planning the lesson of reported speech going through the 3Ps model, mentioned

earlier in Part One. The current part also tackled the teacher's evaluation of the

students teaching performance, as well as, the student teachers self-evaluations

upon this experience.

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General Conclusion

Grammar is an aspect of language; it is in very sentence you read or write,

speak or hear. Grammar is simply the word for the rules that people follow when

they use a language. In teaching English as a foreign language, there are two main

theoretical methods for the presentation of new English grammar structures or

functions to EFL students: inductive method and deductive method. They both have

advantages and disadvantages. In this teaching practice report; however, the

deductive method was more emphasised. Although the deductive method represents

a traditional style of teaching and has its disadvantages, if used in appropriate

context, it can facilitate the learning process, thanks to the fact that it is helpful

whenever sheer examples and students inductive thinking fail.

Overall, the teaching practice was an outstanding experience in our life,

even though the period was very short. Being observers in the classroom, rather

than students, gave us the freedom to look at the lesson from a range of different

perspectives. Somehow, this inspired us to develop our own personality as student

teachers following the lead of other successful teachers.

To conclude our pedagogical report, we have to admit that teaching is like a

performing art. No amount of reading or attending lectures will prepare you for the

challenge. You only get better with practice. Teachers, thus, are constantly learning

how to improve on their skills. For every student you encounter, you will learn

something from them. Whether it is a new teaching strategy or a life lesson, you

never stop learning.

29

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