Grammar can be taught, practiced and tested in various ways. It is certainly sensible to combine different approaches. This means that a teacher should mix traditional methods with modern, especially communicative methods. Most importantly, he/she should not stick to one method rigidly. This essay provides a number of alternative ways of teaching, practicing and testing grammar that serve the linguistic as well as communicative competence.
Table of Contents
1. Introduction: Definition and legitimation of grammar
2. Teaching grammar
2.1. Traditional method
2.2. Alternative ways of consciousness raising
3. Practicing grammar
3.1. Types of practicing grammar
3.2. Communicative approach
4. Testing grammar
4.1. Ways and criteria of testing
4.2. New emphasis on oral testing
5. Conclusion
6. Bibliography
7. Appendix
Objectives and Themes
The work examines the evolving role of grammar in modern foreign language teaching, focusing on moving beyond traditional, rigid instruction toward a more communicative, versatile approach. It explores methods to teach, practice, and assess grammatical structures in ways that foster communicative competence and real-world language application.
- Comparison between traditional and alternative methods of consciousness raising.
- Taxonomy of grammar practice exercises from controlled to free discourse.
- Implementation of communicative approaches in the foreign language classroom.
- Criteria for objective testing in both written and oral performance contexts.
- Reflective analysis of balancing linguistic accuracy with communicative fluency.
Extract from the Book
1. Introduction: Definition and legitimation of grammar
Grammar can be defined in two ways: Generally speaking, it means the whole of all linguistic phenomena, which are structured by certain rules. In a more narrow definition, grammar describes morpho-syntactic relationships, meaning syntactic structures in sentences and word formations. School grammars are based on such a narrow definition of grammar and mainly focus on the big and difficult part of syntax. However, the importance of grammar in modern foreign language teaching has decreased. While translating played an important role in former grammar teaching – very similar to Latin lessons – it has lost its significance. Instead, the aim of communicative competence has become the most important goal in modern foreign language teaching. Today, therefore, grammar is not the center of the curriculum anymore, but one part of language and foreign language learning.
Nevertheless, grammar cannot be neglected completely, but needs to be seen as a relevant part of the postulated communicative competence. It is grammar which makes appropriate communications possible and this is what the foreign language learners have to be aware of. They can be convinced of that with the help of three dialogs (appendix, material 1). All three of them take place at the breakfast table, but the situation is a different one in each of them. The first dialog is situated in a very informal and familiar surrounding, whereas in the second dialog the familiarity is no longer given. The third dialog takes place in a very formal context and shows a lot of redundancy. Of course, the three dialogs therefore also show stylistic differences. The learners are instructed to read through three dialogs with a partner. Afterwards they have to mark grammatical structures and explain their functions. Finally, they are expected to think about the contexts in which each of the dialogs could occur. The aim of this exercise is to show the students the connection between form and meaning and the resulting basis for successful communication.
Summary of Chapters
1. Introduction: Definition and legitimation of grammar: Defines grammar in broad and narrow terms while establishing its shift in importance from a central curriculum element to a functional component of communicative competence.
2. Teaching grammar: Analyzes the transition from traditional, three-stage teaching methods to more innovative, consciousness-raising techniques that emphasize visual and interactive learning.
3. Practicing grammar: Categorizes various practice exercises, ranging from controlled drills to free discourse, and presents the communicative approach as a flexible alternative to traditional exercises.
4. Testing grammar: Examines criteria like validity, reliability, and objectivity in assessment, while advocating for a balanced testing strategy that includes both written tasks and modern oral proficiency evaluations.
5. Conclusion: Summarizes the necessity of combining diverse teaching and testing approaches to meet modern societal demands for oral proficiency and effective communication.
Keywords
Grammar Teaching, Communicative Competence, Language Practice, Consciousness Raising, Foreign Language Teaching, Testing Criteria, Oral Proficiency, Traditional Method, Communicative Approach, Language Learning, Syntax, Pedagogical Methods, Classroom Interaction.
Frequently Asked Questions
What is the primary focus of this work?
The book focuses on the methodology of teaching, practicing, and testing grammar within the context of modern foreign language education, specifically advocating for a move toward communicative competence.
What are the central thematic areas?
The core themes include the definition of grammar, various teaching stages (presentation, practice, production), methods for consciousness raising, exercise typologies, and the criteria for valid assessment in written and oral forms.
What is the main objective of the research?
The objective is to provide teachers with alternative, more effective concepts for grammar instruction that move beyond traditional, often rigid, pedagogical structures.
Which scientific methodology is applied?
The work employs a didactic analysis, synthesizing theoretical frameworks from language teaching experts with practical classroom applications and curricula, such as the Bavarian G8 model.
What topics are covered in the main section of the book?
The main section details the traditional three-stage teaching model, alternative consciousness-raising techniques (e.g., visual tools, games), taxonomy of drills (controlled to free), and the evolution of testing criteria from isolated items to performance-based assessment.
Which keywords best characterize this publication?
Key terms include Grammar Teaching, Communicative Competence, Consciousness Raising, Language Practice, and Oral Proficiency.
How does the book address the shift from "Latin-style" teaching?
It highlights that modern teaching prioritizes communicative intent over rote translation and syntax-heavy drills, emphasizing that grammar should support, rather than dictate, successful communication.
How is the "communicative approach" to testing defined here?
It is defined as moving away from strictly isolated tests towards performance-based tasks that evaluate interaction, strategies, and communicative content alongside linguistic accuracy.
- Citar trabajo
- Dr. Anne Aschenbrenner (Autor), 2007, Grammar. Teaching, Practising and Testing, Múnich, GRIN Verlag, https://www.grin.com/document/286744
