A Common Misconception
There is a common misconception about the teaching and learning of the grammatical system of a foreign language, which seems to come from a lack of understanding the difference between acquiring and learning grammar. The acquisition of the grammatical system of a language is probably the most complex aspect in the foreign language learning process. The problem is that it cannot be taught, a teacher can only support a learner in this process. Learning about the grammatical system on the other hand is different and the teacher can help a learner with that. However, it is important to know that learning grammar does not necessarily lead to acquisition. So what is the difference between acquisition and learning? Acquisition means that a learner is able to use a grammatical aspect proficiently in speaking, reading, writing and listening without much effort of thinking about the grammatical feature and its rules. Easy: Plural of nouns in English An intermediate learner of English is generally not going to struggle anymore with the plural formation of nouns because they will have managed to acquire this feature of the language already. Very difficult: German adjective endings An intermediate learner of German, however, will probably not have mastered the case system and the corresponding adjective endings even though they will have been taught about it many times or given various grammar table to practice it. This is a good example of how learning does not necessarily lead to acquisition, just because the students are aware of the rules governing the case system and have been provided with tables and given plenty of opportunities to memorise and apply it, does not mean that they are proficient in using it. Some learners might be good at using these tables or applying the rules, but it will still be a conscious effort to get it right. This is good for the students who can do this, but the overwhelming majority of the students will find this difficult. What does the research say? I think the biggest problem in foreign language teaching is exactly this misconception, which leads to a heavy focus on explicit grammar teaching and grammatical accuracy and is hurting the students in their language learning process more than it is helping them. The research in the past 20 years supports that mastering the grammatical system of a foreign language is indeed a highly complex process but indicates that grammar teaching in its traditional sense, and how it is still practiced in most language classrooms around the world, is not the most effective way for a student to become proficient and use the grammar structure of a foreign language, it can actually hinder the students in their learning process. A heavy focus on grammar can make language learning less enjoyable for the students, as well as the teachers. Language learning is not driven by grammar, it is driven by meaning. Therefore focusing on a content-driven approach, contextualisation and making sure the learners have enough opportunities for personalisation prove to be more successful in helping students to learn a foreign language. Language exams nowadays generally have four components: reading, listening, speaking and writing (the four basic skills). What do you think? Is it easier to prepare a student who is proficient in the language for a language exam or a student who has a lot of knowledge about the rules governing a language but who cannot use or apply it? Do you need explicit grammar knowledge in a language exam? It depends on the exam, if you are taking the CAE or CPE, then yes, definitely. For many other exams it is not really necessary, however. Think about it. Which skill do you need during a listening comprehension task? Do you need explicit grammar knowledge or the ability to understand the content? What about a reading task? Do you need explicit grammar knowledge or the ability to decode messages addressed at the reader? What about a speaking task? Do you need explicit grammar knowledge or the ability to use the language for communicating content? What about a writing task? Do you need explicit grammar knowledge or the ability to use the language for expressing what you want to say in writing? I think you get an idea of what I mean. Grammar is important I am not saying that you do not need to be aware of any grammar rules, but I am saying that you do not need to have detailed knowledge about all the rules of one grammatical feature and its exceptions. The only instance where you would really need explicit knowledge about the grammatical system of a language would be a situation where you are specifically asked to explain the rules of a grammatical feature or in exercises where you have to mechanically apply it in a gap-fill in activity. Of course, grammar teaching has its place in the language classroom and it is important. Studies have shown that not teaching students who are learning a foreign language about the grammatical system of the language will prevent them from being fully proficient in the language. But grammar teaching needs to serve as a means to an end, it should be used to equip a learner with the skills to properly express themselves in the language. Explicit grammar instruction in the way it is still done in language classrooms around the world, is not the most effective way. What does that mean for teachers? Teach grammar in a more communicative way, there are two approaches that you could try to incorporate in your teaching, the PACE model (Donato and Adair-Hauk, 1992) and Processing Instruction (VanPatten, 2002). But, however you end up teaching grammar, be patient with your students and give them enough time to learn and understand, let them make mistakes and encourage them. If you want more practical advice, check out my published article 'MFL Minus Grammar Equals More Proficiency (And Better Exam Results?)' where I write about grammar teaching in the secondary school setting. FOLLOW ME ON FACEBOOK: DNK TUITION
2 Comments
Martin
5/13/2018 16:03:32
Pretty much like you, I do still teach grammar in my lessons because of many reasons: some of the students want to sit an international exam (FCE, CAE, PCE, IELTS) and need to apply certain grammar rules correctly, and also because I think that by understanding certain grammar principles one is able to have a more solid foundation when it comes to objectively analysing a written text. But also notice how much more emphasis international exams place on grammar and devote only 10 to 15 minutes to test candidates on their speaking skills. From my perspective this situation is truly disheartening. On the other hand, I have been tutoring this girl via Skype and we do very little grammar. And the result has been amazing. Her English has become much more accurate, natural and she is no longer afraid of making mistakes because she has realised that as a native speaker of Spanish she makes mistakes, too. We do the lessons in English but when she struggles with a concept or a structure, we resort to using Spanish and I haven't noticed that translations have slowed down her learning process. Very much on the contrary, her native language has helped her understand the concept the struggled with. In a nutshell: less grammar and a lot more speaking with real and natural examples have led my online student to succeeding in becoming fluent.
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DNK Tuition
5/13/2018 18:20:48
It's encouraging for me too to see that I don't seem to be the only one who shares these opinions. In my past jobs at secondary schools, I always was. No other teacher understood what I was talking about. And I always tried to show them the evidence, but nobody really listened. Well, and then they were surprised why my students always outperformed theirs AND had a great time in their lessons, they really enjoyed learning a language.
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