This text begins with the important question if grammar teaching is actually necessary. After describing some approaches and methods in more detail and presenting briefly other important aspects in this regard, the author will demonstrate her own model of grammar teaching. The author's intention is to give a short overview over important issues concerning grammar teaching.
Table of Contents
1 Introduction
2 Is explicit grammar teaching really necessary?
3 Contrasting different approaches and methods
3.1 Grammar-Translation Method
3.2 Natural Approach
3.3 Consciousness-Raising
4 Other important aspects of grammar teaching
4.1 Deductive or inductive?
4.2 Error correction in speech
5 Constructing a model
6 Conclusion
7 Bibliography
Research Objective and Core Topics
The primary objective of this paper is to examine the necessity of explicit grammar instruction in foreign language classrooms by contrasting various pedagogical approaches and evaluating their effectiveness in facilitating language acquisition versus language learning.
- The distinction between language learning and language acquisition.
- Critical analysis of the Grammar-Translation Method, the Natural Approach, and Consciousness-Raising.
- Evaluation of deductive versus inductive teaching methodologies.
- The role of error correction in speech and its impact on learner motivation.
- Development of an integrated model for effective grammar instruction.
Excerpt from the Book
3.3 Consciousness-Raising
The aim of the method - explicit knowledge of grammatical structures - can be achieved within 5 stages as pointed out by Rod Ellis (1992: 234): At first a specific linguistic feature is isolated and then the learners receive sufficient data and explicit rules concerning this feature. In the third step the learners are expected to comprehend it by using their intellects. If this is not the case then more data or explanation is provided which should help them to understand. The last step is not necessary, here the learners are asked to describe the grammatical structure and the rules they have learned. For Ellis it is important that consciousness-raising (CR) can function without subsequent practice of the rules. He says that [w]hereas practice-work cannot take place without some degree of consciousness-raising (even if this is incidental), the obverse is not the case; consciousness-raising can occur without practice. (1992: 235).
So far, CR can be seen as a method which aims at learning and not at acquisition, but Ellis asserts that it indirectly contributes to implicit knowledge. He recognizes that mere explicit knowledge "is not much use when it comes to communicating" (1992: 238) and therefore explains how CR helps to acquire language: At first, the learner becomes aware of the new structure, then he or she compares it with what already has been learned and at last the new linguistic feature is integrated into his or her "mental grammar" (1992: 238). The last step does not go on consciously but in most cases subconsciously and only "when the learner is developmentally ready" for the new feature. If these steps all are taken, the learner implicitly knows that feature and can use it for communication. Therefore, CR does not lead to "immediate acquisition but it has "a delayed effect" (Ellis 1992: 239).
Summary of Chapters
1 Introduction: This chapter highlights the common student aversion toward traditional grammar instruction and sets the scope for exploring various pedagogical approaches to make grammar teaching more effective.
2 Is explicit grammar teaching really necessary?: This section explores the fundamental debate between language acquisition and language learning, focusing on Stephen Krashen's hypotheses and counter-arguments from Rod Ellis.
3 Contrasting different approaches and methods: This chapter provides a comparative analysis of the Grammar-Translation Method, the Natural Approach, and Consciousness-Raising techniques.
4 Other important aspects of grammar teaching: This chapter addresses practical teaching dilemmas, specifically the choice between deductive and inductive instruction and the appropriate management of error correction.
5 Constructing a model: The author proposes a personal model for grammar education that emphasizes early exposure through the Natural Approach followed by formal instruction as student proficiency develops.
6 Conclusion: This chapter summarizes the complexity of SLA research and underscores the necessity for teachers to adopt a flexible, student-centered approach rather than relying on outdated methods.
7 Bibliography: This section lists all academic sources and literature cited within the paper.
Keywords
Grammar teaching, Second Language Acquisition, Language learning, Language acquisition, Grammar-Translation Method, Natural Approach, Consciousness-Raising, Deductive teaching, Inductive teaching, Error correction, SLA, Communicative competence, Input hypothesis, Affective filter, Pedagogical models.
Frequently Asked Questions
What is the main focus of this publication?
The work focuses on the pedagogical debate surrounding the teaching of grammar in foreign language instruction, specifically analyzing how different methods impact student learning and acquisition.
What are the central themes discussed?
The central themes include the distinction between acquisition and learning, the comparative effectiveness of different teaching methods, the role of context in grammar, and the psychological impact of error correction on learners.
What is the primary research goal?
The goal is to determine if explicit grammar teaching is necessary and how teachers can effectively integrate grammar into communicative classroom settings.
Which scientific methods are analyzed?
The paper analyzes the Grammar-Translation Method, the Natural Approach, and the Consciousness-Raising approach to grammar instruction.
What topics are covered in the main section?
The main sections cover the necessity of grammar, structural comparisons of teaching approaches, practical teaching dilemmas like deductive vs. inductive learning, and error correction strategies.
Which keywords best characterize this work?
Key terms include Second Language Acquisition (SLA), Grammar teaching, Natural Approach, Consciousness-Raising, and Deductive versus Inductive instruction.
What is the author's stance on the "linear model" of grammar teaching?
The author rejects the linear model, agreeing with David Nunan that learners acquire multiple linguistic items simultaneously rather than one by one, making the organic model preferable.
Why does the author advocate for the Natural Approach in early education?
The author suggests the Natural Approach is best for early childhood as it emphasizes low-anxiety exposure to the language through pictures and songs, establishing a positive relationship with the L2 before complex grammar is introduced.
- Quote paper
- Eva Deinzer (Author), 2007, Teaching grammar: approaches and methods, Munich, GRIN Verlag, https://www.grin.com/document/81054
