This paper aims to answer the questions, to which English grammar varieties students are exposed to, and to which extent they should be addressed in the classroom. Moreover, it aims to shed light on how useful explicit grammar teaching is, compared to implicit methods.
The present paper rests on the hypothesis that non-standard English grammar should be part of grammar teaching in EFL (English as a Foreign Language)classrooms as they are beneficial for students’ language comprehension. Furthermore, explicit grammar instructions may only be useful for mastering specific target structures; however, languages and their underlying grammar systems may only be acquired implicitly, not by learning grammar rules.
Table of Contents
1 Introduction
2 What to teach?
2.1 Official guidelines
2.2 Correct and/or Appropriate
2.2.1 Lingua Franca
2.2.2 Spoken Grammar
2.3 Varieties of English
3 Explicit and Implicit Grammar Teaching
3.1 Implicit Grammar Teaching
4 Explicit Language Teaching
5 Comparison of Explicit and Implicit Language teaching
6 Conclusion
7 Literature
Research Objectives and Key Topics
The primary objective of this paper is to examine the role and relevance of grammar teaching in modern English as a Foreign Language (EFL) classrooms, specifically addressing the balance between explicit instruction and implicit language acquisition while considering the impact of non-standard English varieties.
- The evolution of grammar teaching methodologies over time.
- Distinctions between correctness and appropriateness in an English as a Lingua Franca context.
- The role of non-standard varieties (spoken grammar) in EFL curricula.
- Comparing the effectiveness of explicit grammar instruction versus implicit learning models.
- The impact of globalization on language competence requirements.
Excerpt from the Book
2.2.2 Spoken Grammar
When pupils are presented with authentic English material in or out of the classroom, such as TV-Shows, Videogames, or Youtube Videos, they will come across a wide range of grammatical features that would not be considered correct but are very common and appropriate for informal speech (Ur, 2011, p. 508). A prominent example for grammatical differences in spoken grammar is the use of reported speech. For example, the most common form of speech report is the past simple; however, in spoken English speakers often choose the progressive form, treating a statement as “piece of news” rather than a representation of peoples’ spoken words:
Summary of Chapters
1 Introduction: Provides a historical overview of grammar teaching methods and introduces the shift toward communicative approaches and non-standard English varieties.
2 What to teach?: Discusses the tension between traditional notions of grammatical correctness and the realities of English as a Lingua Franca, including spoken grammar and regional varieties.
3 Explicit and Implicit Grammar Teaching: Explores the theoretical models behind implicit language acquisition, such as the input and interaction hypotheses.
4 Explicit Language Teaching: Reviews contemporary findings in second language acquisition, identifying the conditions under which explicit instruction remains beneficial.
5 Comparison of Explicit and Implicit Language teaching: Evaluates the ongoing debate and suggests a balanced pedagogical approach combining meaningful communication with targeted focus on form.
6 Conclusion: Synthesizes the findings, advocating for a shift away from traditional drills toward awareness-based instruction that prioritizes communication and context.
7 Literature: Lists the academic sources and research references utilized throughout the paper.
Keywords
Grammar Teaching, Explicit Instruction, Implicit Acquisition, EFL, English as a Lingua Franca, Spoken Grammar, Language Varieties, Communicative Approach, Second Language Acquisition, Linguistic Competence, Reported Speech, Input Hypothesis, Interaction Hypothesis, Globalization, Educational Methodology.
Frequently Asked Questions
What is the central focus of this academic paper?
The paper examines how grammar teaching in EFL classrooms is evolving due to globalization and the shift from foreign language study to practical communication.
What are the primary themes discussed?
The core themes include the effectiveness of explicit versus implicit teaching, the legitimacy of non-standard English varieties, and the distinction between formal correctness and communicative appropriateness.
What is the main research question or hypothesis?
The paper posits that non-standard English grammar should be integrated into EFL classrooms and that explicit grammar instruction is best utilized in limited, specific doses rather than as a primary method.
Which scientific methodologies are analyzed?
The author reviews various linguistic theories, including the input hypothesis, the interaction hypothesis, and historical methods such as the Grammar-Translation-Method.
What topics are covered in the main body?
The main body details the evolution of grammar teaching, analyzes the role of English as a Lingua Franca, compares explicit and implicit learning, and discusses the importance of raising learner awareness of language varieties.
What are the key terms associated with this research?
Key terms include "Explicit Grammar Teaching," "Implicit Grammar Teaching," "English as a Lingua Franca," "Spoken Grammar," and "Second Language Acquisition."
How does the author view the role of "incorrect" spoken grammar?
The author suggests that instead of labeling utterances as simply "correct" or "incorrect," educators should teach students to distinguish between "appropriate" and "inappropriate" usage depending on the social context.
Why are Australian English and Scottish English specifically mentioned?
These varieties are cited as examples of how non-standard English features (like distinctive grammar or lexical differences) represent common exposures for learners and should therefore be addressed to improve student comprehension.
What is the conclusion regarding young versus old learners?
The author concludes that younger learners benefit more from natural acquisition due to their age, while older learners can effectively use explicit grammar rules as a tool to monitor and improve their output accuracy.
- Quote paper
- Sven Frueh (Author), 2020, How to Teach Grammar? The Landscape of Explicit and Implicit Grammar Teaching, Munich, GRIN Verlag, https://www.grin.com/document/1002056
