Why we should teach grammar: Insights for EFL classroom teachers
DOI:
https://doi.org/10.25170/ijelt.v1i1.1404Keywords:
the process of acquisition, grammatical features, formal instructionAbstract
Controversies about whether or not to teach grammar still reign in the current language pedagogy. Those who are against grammar teaching hold the view that grammar should not be taught since grammatical features can be acquired unconsciously in a natural setting. The protagonists of grammar teaching, however, argue that grammatical features need to be taught in order to facilitate the process of acquisition. Without questioning the legitimacy of the fact that grammatical features can be acquired unconsciously, this article argues that formal instruction is needed particularly in EFL contexts. Given this argument, the article addresses three important questions: (1) On what theoretical grounds should grammar teaching be based? (2) When should grammar instruction be given? and (3) How should grammar be taught?
References
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Celce-Murcia, M. 1991. Grammar pedagogy in second and foreign language teaching, TESOL Quarterly, 25, 459-480.
Celce-Murcia, M. 2002. Why it makes sense to teach grammar in context and through discourse. In E. Hinkel and S. Fotos (Eds.), New perspectives on grammar teaching in second language classroom. Mahwah, NJ: Erlbaum Associates, pp. 119-133.
Celce-Murcia, M. & D. Larsen-Freeman. 1999. The grammar book: an ESL/EFL teacher’s course (2nd edition). Boston: Heinle and Heinle.
Cook, V. 1994. Universal grammar and the learning and teaching of second languages. In T. Odlin (Ed.), Perspective on pedagogical grammar. Cambridge: Cambridge University Press, pp. 25-48.
Corder, S.P. 1981. Error analysis and interlanguage. Oxford: Oxford University Press.
Ellis, R. 1984. Classroom second language development. Pergamon: Pergamon Press Ltd.
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Ellis, R.1999. Input-based approaches to teaching grammar: A review of classroom-oriented research. Annual Review of Applied Linguistics, 19, 64-80.
Ellis, R. 2002. The place of grammar instruction in the second/foreign language curriculum. In E. Hinkel and S. Fotos (Eds.), New perspectives on grammar teaching in second language classroom. Mahwah, NJ: Erlbaum Associates, pp. 17-34.
Ellis, R. 2002. Methodological options in grammar teaching materials. In E. Hinkel and S. Fotos (Eds.), New Perspectives on grammar teaching in second language classroom. Mahwah, NJ: Erlbaum Associates, pp. 155-179.
Fotos, S & R. Ellis. 1991. Communicating about grammar: A task-based approach. TESOL Quarterly, 25, 605- 628.
Hinkel, E & S. Fotos. 2002. From theory to practice: a teachers’ view. In E. Hinkel and S.Fotos (Eds.), New perspectives on grammar teaching in second language classroom. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 1-12.
Krashen, S. 1982. Principles and practice in second language acquisition.
Oxford: Pergamon.
Larsen-Freeman, D. 1995. On the teaching and learning of grammar: challenging the myths. In Eckman et. al. (Eds).
Larsen-Freeman, D. 2001. Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd edition). Boston: Heinle and Heinle, pp.251-266.
Odlin, T. 1994. Introduction to pedagogical grammar. In T. Odlin (Ed.), Perspectives on pedagogical grammar. Cambridge: Cambridge University Press, pp. 1-22.
Pienemann, M. 1984. Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6, 186-214.
Pienemann, M. 1985. Learnability and syllabus construction. In K. Hyltenstam and M. Pienemann (Eds.), Modelling and Assessing Second Language Acquisition. Clevedon, UK: Multilingual Matters.
Rutherford, W & M. Sharwood Smith. 1985. Consciousness-raising and universal grammar. Applied Linguistics, 6, 274-282.
Sharwood Smith, M. 1981. Consciousness-raising and the second language learner. Applied Linguistics, 11, 159-168.
Spada, N. & P. Lightbown. 1999. Instruction, first language influence and developmental readiness in second language acquisition. Modern Language Journal, 18, 1-22.
Toth, Paul D. 2004. When grammar instruction undermines cohesion in L2 Spanish classroom discourse. The Modern Language Journal, 88, 15-30.
VanPatten, B. 1996. Input processing and grammar instruction in second language acquisition. Norwood, NJ: Ablex.
White, L. 1987. Against comprehensible input: the input hypothesis and the development of second language competence, Applied Linguistics, 8, 95-110.
White, L, N. Spada, P.M. Lightbown, & L. Ranta. 1991. Input enhancement and L2 question formation, Applied Linguistics, 12, 416-432.
Yip, V. 1994. Grammatical consciousness-raising and learnability. In T. Odlin (Ed.), Perspectives on pedagogical grammar. Cambridge: Cambridge University Press, pp. 123-138.
Celce-Murcia, M. 1991. Grammar pedagogy in second and foreign language teaching, TESOL Quarterly, 25, 459-480.
Celce-Murcia, M. 2002. Why it makes sense to teach grammar in context and through discourse. In E. Hinkel and S. Fotos (Eds.), New perspectives on grammar teaching in second language classroom. Mahwah, NJ: Erlbaum Associates, pp. 119-133.
Celce-Murcia, M. & D. Larsen-Freeman. 1999. The grammar book: an ESL/EFL teacher’s course (2nd edition). Boston: Heinle and Heinle.
Cook, V. 1994. Universal grammar and the learning and teaching of second languages. In T. Odlin (Ed.), Perspective on pedagogical grammar. Cambridge: Cambridge University Press, pp. 25-48.
Corder, S.P. 1981. Error analysis and interlanguage. Oxford: Oxford University Press.
Ellis, R. 1984. Classroom second language development. Pergamon: Pergamon Press Ltd.
Ellis, R. 1995. Interpretation tasks for grammar teaching. TESOL Quarterly, 29, 87-105.
Ellis, R. 1997a. SLA research and language teaching. Oxford: Oxford University Press.
Ellis, R. 1997b. Second language acquisition. Oxford: Oxford University Press.
Ellis, R.1999. Input-based approaches to teaching grammar: A review of classroom-oriented research. Annual Review of Applied Linguistics, 19, 64-80.
Ellis, R. 2002. The place of grammar instruction in the second/foreign language curriculum. In E. Hinkel and S. Fotos (Eds.), New perspectives on grammar teaching in second language classroom. Mahwah, NJ: Erlbaum Associates, pp. 17-34.
Ellis, R. 2002. Methodological options in grammar teaching materials. In E. Hinkel and S. Fotos (Eds.), New Perspectives on grammar teaching in second language classroom. Mahwah, NJ: Erlbaum Associates, pp. 155-179.
Fotos, S & R. Ellis. 1991. Communicating about grammar: A task-based approach. TESOL Quarterly, 25, 605- 628.
Hinkel, E & S. Fotos. 2002. From theory to practice: a teachers’ view. In E. Hinkel and S.Fotos (Eds.), New perspectives on grammar teaching in second language classroom. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 1-12.
Krashen, S. 1982. Principles and practice in second language acquisition.
Oxford: Pergamon.
Larsen-Freeman, D. 1995. On the teaching and learning of grammar: challenging the myths. In Eckman et. al. (Eds).
Larsen-Freeman, D. 2001. Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd edition). Boston: Heinle and Heinle, pp.251-266.
Odlin, T. 1994. Introduction to pedagogical grammar. In T. Odlin (Ed.), Perspectives on pedagogical grammar. Cambridge: Cambridge University Press, pp. 1-22.
Pienemann, M. 1984. Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6, 186-214.
Pienemann, M. 1985. Learnability and syllabus construction. In K. Hyltenstam and M. Pienemann (Eds.), Modelling and Assessing Second Language Acquisition. Clevedon, UK: Multilingual Matters.
Rutherford, W & M. Sharwood Smith. 1985. Consciousness-raising and universal grammar. Applied Linguistics, 6, 274-282.
Sharwood Smith, M. 1981. Consciousness-raising and the second language learner. Applied Linguistics, 11, 159-168.
Spada, N. & P. Lightbown. 1999. Instruction, first language influence and developmental readiness in second language acquisition. Modern Language Journal, 18, 1-22.
Toth, Paul D. 2004. When grammar instruction undermines cohesion in L2 Spanish classroom discourse. The Modern Language Journal, 88, 15-30.
VanPatten, B. 1996. Input processing and grammar instruction in second language acquisition. Norwood, NJ: Ablex.
White, L. 1987. Against comprehensible input: the input hypothesis and the development of second language competence, Applied Linguistics, 8, 95-110.
White, L, N. Spada, P.M. Lightbown, & L. Ranta. 1991. Input enhancement and L2 question formation, Applied Linguistics, 12, 416-432.
Yip, V. 1994. Grammatical consciousness-raising and learnability. In T. Odlin (Ed.), Perspectives on pedagogical grammar. Cambridge: Cambridge University Press, pp. 123-138.
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2005-05-23
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