Learning a new language always implies learning its grammar. In what depth should then teaching grammar be part of the teaching unit and what important aspects of the Second Language Acquisition should be considered by teachers in the classroom? There is also the question how the students in general acquire grammatical structures.
This paper first gives an introduction into the history of language teaching which is followed by an overview of different aspects of the Second Language Acquisition and an example for a study on the Teachability Hypothesis. I chose this study because it was a subject of interest in the seminar “Issues in Applied Linguistics” and was the topic my group worked on for a presentation. To show how grammar teaching is understood in the classroom, a summary of the different options in language teaching is given afterwards. The conclusion at the end not only serves as a summary of the paper but also sums up the answers to the questions asked above and shows the problems behind them. It is followed by a bibliography and an appendix.
Table of Contents
1. Contents and structure of the term paper
2. A historical introduction into grammar teaching:
3. Second Language Acquisition
3.1. The Interlanguage
3.2. The teachability of grammar
3.2.1. A study on the Teachability Hypothesis
4. Different options in language teaching
5. Conclusion
6. Bibliography:
Objectives and Core Topics
This paper examines the essential role of grammar in language instruction, specifically focusing on how grammatical structures are acquired during the Second Language Acquisition process. The core objective is to analyze the relationship between pedagogical interventions and the learner's natural developmental stages, questioning the effectiveness of different teaching approaches in the classroom.
- Historical evolution of grammar teaching methods
- Principles of Second Language Acquisition and the Interlanguage
- Application and validity of the Teachability Hypothesis
- Comparative analysis of focus on formS, focus on meaning, and focus on form
- The impact of error correction on learner progress
Excerpt from the Book
3.1. The Interlanguage
The Interlanguage is a production in every second language learner and is defined by its flexibility and its variety in all the different features in a second language: “phonology, the use of structures, the word order”. (Tisdell 1996; 113) The stages of acquisition describe the development of the learner’s Interlanguage and help the teacher to identify the errors made by the pupil that have to be corrected according to his or her stage of acquisition. A way to find out what stage a pupil is at a certain point of time is by profiling which implies an interview with the pupil testing his or her language skills. (Pienemann 1995; 20)
As the Processability Theory (Pienemann 1998) states in this context, it is not possible to force a pupil to learn higher structures without having learned the ones before. This makes the process of skipping stages absolutely impossible for they serve the pupil as a requirement for being able to reach the next stage of acquisition. (Håkansson 2002; 7)
The first stage of acquisition illustrates the production of single words, such as “hello”, or memorized Formulae, such as “How are you?”, while in the second stage first sentences in the present tense as well as in the past tense, ending -ed, are produced. Here, the Subject-Verb-Object-structure is also acquired in sentences and questions. When the Interlanguage of the learner has developed to stage three, he or she is able to switch the position of the verb and subject (inversion) and also produce questions with “do”, “what, which,…” or an auxiliary verb. The pupil also acquires the adverb in first position (“Today he stay here”) and the possessive pronouns (“This is your pencil”).
Summary of Chapters
1. Contents and structure of the term paper: Outlines the scope of the paper, detailing the focus on grammar within the classroom and the examination of the Teachability Hypothesis.
2. A historical introduction into grammar teaching:: Provides a historical overview of language teaching methodologies, transitioning from translation-based approaches to natural and direct methods.
3. Second Language Acquisition: Explores factors influencing learner progress, including the role of the mother tongue and the necessity of targeted teaching programs.
3.1. The Interlanguage: Defines the concept of Interlanguage and the developmental stages a learner must pass through during language acquisition.
3.2. The teachability of grammar: Analyzes the debate surrounding grammar instruction and the effectiveness of teaching rules to pupils.
3.2.1. A study on the Teachability Hypothesis: Examines empirical findings on whether grammatical structures are learned in the specific order they are taught.
4. Different options in language teaching: Compares three major pedagogical approaches: focus on formS, focus on meaning, and focus on form.
5. Conclusion: Summarizes the key findings, emphasizing the importance of adapting teaching materials to the learner's developmental stage.
6. Bibliography:: Lists all academic sources referenced throughout the research paper.
Keywords
Grammar, Language Teaching, Second Language Acquisition, Interlanguage, Teachability Hypothesis, Processability Theory, Focus on Form, Pedagogy, Error Correction, Fossilisation, Linguistic Features, Language Proficiency, Language Development, Teaching Methodology.
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the role of grammar in language instruction and investigates how teachers can effectively support student language acquisition.
What are the central thematic areas?
Key themes include historical teaching methods, Second Language Acquisition (SLA), the development of Interlanguage, and different options for structuring language classes.
What is the main research question or goal?
The goal is to determine how grammar teaching can be integrated into classrooms in a way that respects the natural developmental stages of learners.
Which scientific methods were used?
The paper utilizes a literature review of established linguistic theories and draws upon a specific case study regarding the Teachability Hypothesis.
What is covered in the main section of the document?
The main section discusses the evolution of teaching methods, details the stages of acquisition in learners, and evaluates three specific teaching approaches: focus on formS, focus on meaning, and focus on form.
Which keywords best characterize this work?
Essential keywords include Interlanguage, Teachability Hypothesis, Focus on Form, Second Language Acquisition, and Language Teaching methodology.
What is the Teachability Hypothesis as described in the text?
It is the theory that formal teaching is only effective if the learner's Interlanguage has already reached a developmental stage where they are naturally ready to acquire the specific structure being taught.
How does "fossilisation" affect a language learner?
Fossilisation occurs when a learner stops progressing in their target language, often relying on communicative strategies that ignore correct grammatical structures.
- Quote paper
- Eveline Podgorski (Author), 2006, The role of grammar in language teaching, Munich, GRIN Verlag, https://www.grin.com/document/83868
