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Grammar'lujah!In language education, there is a (generally pointless) argument concerning the relative importance of grammar and lexis. In short, some argue that grammar is more important, while others claim that lexis is more important. Regardless of your opinion, one this is for sure - they are both needed! Anyway, that aside, on this page you are going to learn a little bit more about the role of grammar (or grammars), and ways of thinking about it from a teaching perspective. |
Do We Need To Teach Grammar?
The simple answer to the above question is YES. However, it is how we teach grammar and the way we integrate it into our lessons that are the keys to helping our students come to grips with the many intricate aspects of this (often boring, due to the way old-fashioned teachers approach it) subject.
Explicit vs. Implicit: One of the most hotly debated topics in the world of second language learning revolves around how to teach grammar - implicitly or explicitly? But why choose between the two? Don't they both have a place? Of course!
Note: In L2 settings, you are going to need some form of explicit instruction, since there is just not enough input (in most cases) for implicit learning to take place. Regardless of the fact that implicit learning usually results in greater levels of "native-likeness", explicit instruction is helpful, especially in non-immersion settings.
Learning by doing: Many teachers (and students) have an outdated belief that we must learn the rules of grammar before we start writing. Although this tradition may work, one must ask if this method is the most effective. For many researchers involved in the study of language acquisition (especially first language), the answer to this question is NO - learning the rules and then writing is not the most effective way of teaching/learning grammar if your goal is to be better at writing.
According to research, one of the most effective ways to learn grammar in order to improve writing is by actually writing. That's right! Learning by doing! So instead of teaching rules and then writing - why not teach writing and incorporate grammar. Of course this does not mean that we should be avoiding explicit grammar instruction entirely, all it means is the way we approach grammar instruction should be in a more "hands on" way instead of a "memorize this rule" sort of way.
Another approach that has proven to yield great results is that of learning via exemplars. This method works by allowing the students to see several examples (think 10s of examples, not just 2 or 3) of the language structure in use, before explicitly teaching the rule or purpose of the structure. Notice, explicit instruction is needed, but it comes after the examples. This approach builds schematic knowledge and allows the instructor to work with learners to uncover what linguistic elements need to be learned for effective writing (or speaking) in different genres and contexts.
In terms of grammar for speaking, the research often supports both implicit (e.g. recasts and exemplars) and explicit (e.g. metalinguistic feedback and direct teaching) forms of instruction. After all, you have both declarative and procedural memory, so it makes sense that they both can play a part in the learning process.
Deliberate Practice and DPOs (duration-path-outcome): As always, make sure you apply the principles of deliberate practice, and set clear DPOs.
The simple answer to the above question is YES. However, it is how we teach grammar and the way we integrate it into our lessons that are the keys to helping our students come to grips with the many intricate aspects of this (often boring, due to the way old-fashioned teachers approach it) subject.
Explicit vs. Implicit: One of the most hotly debated topics in the world of second language learning revolves around how to teach grammar - implicitly or explicitly? But why choose between the two? Don't they both have a place? Of course!
Note: In L2 settings, you are going to need some form of explicit instruction, since there is just not enough input (in most cases) for implicit learning to take place. Regardless of the fact that implicit learning usually results in greater levels of "native-likeness", explicit instruction is helpful, especially in non-immersion settings.
Learning by doing: Many teachers (and students) have an outdated belief that we must learn the rules of grammar before we start writing. Although this tradition may work, one must ask if this method is the most effective. For many researchers involved in the study of language acquisition (especially first language), the answer to this question is NO - learning the rules and then writing is not the most effective way of teaching/learning grammar if your goal is to be better at writing.
According to research, one of the most effective ways to learn grammar in order to improve writing is by actually writing. That's right! Learning by doing! So instead of teaching rules and then writing - why not teach writing and incorporate grammar. Of course this does not mean that we should be avoiding explicit grammar instruction entirely, all it means is the way we approach grammar instruction should be in a more "hands on" way instead of a "memorize this rule" sort of way.
Another approach that has proven to yield great results is that of learning via exemplars. This method works by allowing the students to see several examples (think 10s of examples, not just 2 or 3) of the language structure in use, before explicitly teaching the rule or purpose of the structure. Notice, explicit instruction is needed, but it comes after the examples. This approach builds schematic knowledge and allows the instructor to work with learners to uncover what linguistic elements need to be learned for effective writing (or speaking) in different genres and contexts.
In terms of grammar for speaking, the research often supports both implicit (e.g. recasts and exemplars) and explicit (e.g. metalinguistic feedback and direct teaching) forms of instruction. After all, you have both declarative and procedural memory, so it makes sense that they both can play a part in the learning process.
Deliberate Practice and DPOs (duration-path-outcome): As always, make sure you apply the principles of deliberate practice, and set clear DPOs.
References:
DeKeyser, R. (2008). 11 Implicit and Explicit Learning. The handbook of second language acquisition, 27, 313.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in second language acquisition, 28(2), 339-368.
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students.
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896.
DeKeyser, R. (2008). 11 Implicit and Explicit Learning. The handbook of second language acquisition, 27, 313.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in second language acquisition, 28(2), 339-368.
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students.
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896.