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Teaching Grammar, Overtly
Teaching Grammar, Overtly
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central in language learning and teaching, but the question of what should be taught remains at times being unanswered. What should be taught? For Swan & Walter (2013), depending on who is being taught, the instructor has to teach basic structures to beginners (or A1 based on the CEFR); and for higher levels (B2 or C1) some remedial grammar or new syntactical items. Hulstijn (1995), also quoted by Swan & Walter (2013), focuses on grammar issues that are: 1) easy to explain, 2) reliable, 3) frequent, and 4) wide scope-oriented. Understanding that the grammar of the target language is impossible to cover, Hulstijns approach seems to be reasonable. On the other hand, because many Indo-European languages share many overlapping areas, these are the grammar units that are easy to explain, reliable, frequent, and cover a great scope. Let it be borne in mind that learners will not achieve a perfect grammar, but the grammar they get to learn can improve communication, whether they are the ones speaking or listening. How should grammar be taught? Different experts suggest different methods, but it must be understood that no single learner gets to learn in the very same way. Some experts claim that self-discovery, grammar journeys, or guided grammar tours are the panacea for learners. And what about teachers? Language instructors may also approach grammar teaching quite differently, so no single teacher will teach grammar in the same way.
A. Input and Output: As suggested by Penny Ur (1996) in her book, A Course in Language Teaching, language presentations have to be
brief and direct to the point bearing in mind learners attention span. But if presentations are short, language practices must be ample, and these should include some sort of hands-on grammar in which students can feel free in manipulating the grammar point (for some sort of self-discovery on the learners side). If students have effective input, output can be greatly accurate.
B. Explanations:
explanations
Following and
Penny Swan
Urs &
rationale way
on of
language viewing
(1996)
Walters
explanations (2013), instructors must keep them short, simple, and clear. The explanation should give room to the self-discovery of rules so that students can better grasp the piece of language they are learning. What still remains quite debatable is the use of students mother tongue for shorter and direct explanations. Swan & Walter (2013) back up the idea of using a bit of the students mother
tongue. No doubt that many teachers worldwide second the idea of the native language to guarantee a quick and direct comprehension of the language explanation.
According to Swan & Walter (2013), grammar is not divorced from other language skills and sub-skills. Grammar is indeed connected to: - Vocabulary: Understanding the grammar behind lexical items, their uses by native speakers syntaxwise, etc. - Reading: Use of realistic samples taken from real texts by native speakers as a means to potentialize student written expression - Writing: The search for accuracy and grammar self-discovery to help develop good writing skills - Pronunciation: Better understanding, perception, and production of sounds in all parts of speech like in lexical items that change pronunciation depending on how they are used: record (n) =
languages mechanisms to encode meaning in messages. Grammar can also guarantee and/or lead to some great understanding of and communication with native and non-native speakers of the target language.
To fully develop and comprehend this teaching issue, its advisable to research and expand these areas: 1 2 3 4 5 How to Teach Grammar Should we Use L1 When Teaching Grammar? Grammar and Vocabulary Grammar and Sub-Skills Grammar = Accuracy?
Swan, M. & Walter, C. (2013) Grammar Doesnt Have to be Grey. IATEFL 2012 Glasgow Conference Selections. Ed. Tania Pattison. Kent: IATEFL Ur, P. (1996) A Course in Language Teaching. Cambridge: CUP
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Professor Jonathan Acua-Solano ELT Instructor, Course Designer & Teacher Trainer based in Costa Rica IATEFL Member and NCTE Affiliate Resource Teacher at CCCN Senior ELT Professor at Universidad Latina Freelance ELT Consultant four OUP in Central America For further comments or suggestions, reach me at: @jonacuso Twitter jonacuso@gmail.com Gmail Other blogs and sites I often write for my students at the university are: 1. Pronunciation 1 3. Pronunciation 2 2. Readding Skills 1 4. Computering Applications in Education