Seven bad reasons for teaching grammar


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Seven bad reasons for teaching grammar

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Seven bad reasons for teaching grammar

  1. 1. By Lv Flowers, Jill Pettit and Michael Rosenthal
  2. 2. <ul><li>Because it’s there </li></ul><ul><ul><li>Grammar for grammar’s sake (NCLRC) </li></ul></ul>
  3. 3. <ul><li>IT’S TIDY </li></ul><ul><li>Grammar can be neatly condensed into sections which makes it easier for students to apply to exercises </li></ul><ul><li>IT’S TESTABLE </li></ul><ul><li>Known to gauge a student’s overall knowledge of a subject </li></ul><ul><li>Time consuming/does not measure overall success </li></ul>
  4. 4. <ul><li>GRAMMAR AS A SECURITY BLANKET </li></ul><ul><li>“ Good grammar does not mean a student is fluent </li></ul><ul><li>IT MADE ME WHO I AM </li></ul><ul><li>Past generations overvalue grammar </li></ul>
  5. 5. <ul><li>YOU HAVE TO TEACH THE WHOLE SYSTEM </li></ul><ul><li>“ Grammar is not a car engine” </li></ul><ul><li>Grammar has some independently functioning components </li></ul><ul><li>POWER </li></ul><ul><li>Teacher will always have upper hand on complex grammatical knowledge </li></ul><ul><li>Pedagogy often reflects societal values. </li></ul><ul><ul><li>Strict grammatical drills may mirror more authoritarian societies. </li></ul></ul>
  6. 6. <ul><li>We agreed to went by car. </li></ul><ul><li>We didn’t knew what happened. </li></ul><ul><li>Dizzys from the wine we decided to go home. </li></ul><ul><li>The people are too many so and the cars are too many. </li></ul><ul><li>The bus was hit in front of. </li></ul><ul><li>There are many accidents because we haven’t brought(broad) roads. </li></ul><ul><li>(1). GT. 4.6: BN.2.2 (2). GT. 4.4: BN 1.8 (3). GT 4.2: BN 2.1 </li></ul><ul><li>(5). GT 2.6: BN.4.3 (6). GT 2.4; BN 4.1 (4). GT. 3.0; BN 4.3 </li></ul>
  7. 7. <ul><li>Students able to conjugate all verb forms but cannot use the language in helpful contexts </li></ul><ul><li>Knowledge gained is strictly declarative and is lacking in implicit knowledge </li></ul><ul><li>Self-esteem issues in language use </li></ul>
  8. 8. <ul><li>COMPREHENSIBILITY </li></ul><ul><li>Knowing how to build and use certain structures is key to successful communication </li></ul><ul><li>ACCEPTABILITY </li></ul><ul><li>“ A person who speaks badly may not be taken seriously” </li></ul>
  9. 9. <ul><li>A balance between grammar and communication ability is important for students transitioning from ESL programs to jobs or higher ed. (Savage, 2010). </li></ul><ul><li>Grammar work is best done within a meaningful communicative context- making grammar exercises part of communicative language teaching instead of its own isolated activity. </li></ul>
  10. 10. <ul><li>Teaching grammar straight from book may be easy but students benefit more when teachers instruct grammar based on: </li></ul><ul><ul><li>-Grammar and Communication levels of individuals in the class </li></ul></ul><ul><ul><li>-context students plan to use the language </li></ul></ul><ul><ul><li>-How much time is available </li></ul></ul><ul><ul><li>-what is most frequently used </li></ul></ul><ul><ul><li>-grammatical characteristics of students’ L1 </li></ul></ul>
  11. 11. <ul><li>Should we use grammar test to evaluate the student’s progress in the language? </li></ul><ul><li>Will incorporating more communication activities in a classroom and less grammar yield different results? </li></ul><ul><li>Have you seen an imbalance in the teaching of grammar in your learning of Spanish? </li></ul>
  12. 12. <ul><li>Savage, K.L., Bitterlin G., &Price, D. (2010). Grammar Matters: Teaching Grammar in Adult ESL Programs. Cambridge University Press . </li></ul><ul><li>NCLRC. The Essentials of Language Learning, 2003. web. 8 Feb. 2012. </li></ul>