Grammar has often been seen as a controversial issue in language learning. Teaching it has been viewed badly because of the way we instruct it. Too many times it is taught because, well "because it's there." It can easily be tested in order to assess our students, while giving them a sense that they can understand and control what is going on. As a student of Spanish, I worked hard in memorizing verbal conjugations such as the preterite and imperfect. I always felt that something you struggle with must be important. Knowledge of the grammar can be seen as a power. It makes you sound more intelligent and makes your utterances have more weight behind them because of ones' articulation.
Alternatives to grammar-based teaching may seem entising, however, the use of communicative language competence is not sufficient to acheive acceptable levels of grammatical accuracy in language learning. Skehan (1996a, p. 51) sees (grammatical) form as involving "a constant cycle of analysis and synthesis: achieved by manipulating the focus of attention of the learners and there should be a balanced development towards the three goals of restructuring, accuracy, and fluency." From my own personal experiences of second language learning, I feel that these goals make a lot of sense. When I learn a certain grammar point, I first try to structure it mentally so that I can be able to use it in context. Eventually, I try to build upon my knowledge of the given topic and practice it and look to engrave it.
These three chapters brought up a lot of interesting questions: (Some examples that I think would make good discussion)
1) If we should teach grammar, how should we do it?
2) How much grammar does someone need to be able to communicate in the target language?
3) How should we correct students' grammar mistakes?
*I do believe that grammar should be taught to language learners. How? I think we have to find authentic ways of presenting the grammar. By that I mean we need students to understand why grammatical structures are important. Making connections to students' interests and motivations can be useful in presenting grammar. Now, with how much grammar, I think that depends on the classroom and level. I think intermediate to upper level students need more structure, because they are reaching more advanced levels. For example, I think at these classroom levels, we need to teach our students how to be more effective communicators, which focusing on form allows students to do. Finally, with error correction, I think that depends on the teacher and students. Different students take/accept error correction differently, and that is something we must keep in mind. Ultimately, it comes down to the teachers to make that decision for their class.
See you all to discuss more tomorrow! Good night followers!
Blogfully yours,
The TESOL Bro,
Tommy T.
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