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Grammar'lujah!
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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?
Learning by doing: Many teachers (and students) have an outdated belief that we must learn the rules of grammar before we start writing.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.
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.
In terms of grammar for speaking, the research often supports both implicit (e.g. recasts and exemplars) and explicit (e.g. metalinguistic feedback) forms of instruction.
How much?:
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?
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.
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.
In terms of grammar for speaking, the research often supports both implicit (e.g. recasts and exemplars) and explicit (e.g. metalinguistic feedback) forms of instruction.
How much?:
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.