How
to make grammar relevant and useful
If
we accept that grammar teaching has a place in most English
Language programmes, - and that is the assumption, in the
end, which most of the articles and extracts in the development
pack accept - we then have to ask ourselves how it can best
be done. It could be left to the teacher to tell students
rules of grammar and lead their practice of it. Yet that
is not the main model advocated by the writers in this pack.
On the contrary, their contributions almost always mention
some or all of the following to help students understand
and use English grammar.
Context:
Grammar must be seen and experienced in context.
Learner independence:
Rather than have an all-powerful teacher dishing
out grammar like a secret code, students need to learn how
to get it for themselves.
Memory:
This plays a large part in the successful acquisition
of grammar. Materials and activities need to be memorable,
therefore.
Holistic experience:
Grammar learning is not about learning 'what', it
is also about learning 'how'.
Appropriacy: Grammar
teaching has to be appropriate not only for the students
who are learning, but also for the particular items of language
which are the focus of study.
Content: Text is a vital
resource for the understanding and learning of grammar.
We end up, then, not so much asking ourselves if we should
teach grammar in some form or other; the general concensus
seems to be that we should (though the arguments against
it are necessary and important). But rather we have to think
about how it can done so that it is not boring, does not
only give power to the teacher, but instead allows students
to understand and remember the grammar points they come
across.
Where do you stand on this topic? Why not share your views
with me and other members in the next LIVE chat session.
Go to The Forum for more information.
See you there,
Jeremy
Download the Grammar Development
Pack for more views and ideas on how to cover grammar
in ELT.
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you can't make the live chat session, why not add your comments
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