Based on my 15 years of experience in teaching English as a foreign language (EFL), the statement "the teaching of grammar must be imp...
Based on my 15 years of experience in teaching English as a foreign language (EFL), the statement "the teaching of grammar must be implicit, not explicit" could be argued for and against. Whether to teach grammar as a focus drawn from ELT (English language teaching) or more passively as an inductive and comprehensive topic, it has been the subject of countless debates by institutions, teachers, grammarians and language researchers for decades. Grammar is the branch of linguistics that deals with the form and structure of words or morphology, and their interrelation in sentences, called syntax. The study of grammar reveals how language works, an important aspect in both acquisition and learning of English.
At the beginning of the 20th century, grammarians such as the German-American anthropologist Franz Boas and the Danish linguist Otto Jespersen began to describe languages and Boas & # 39; The work formed the basis of several types of American descriptive grammar study. Jespersen's work was the forerunner of these current approaches to linguistic theory, such as Noam Chomsky's Transformational Generative Grammar.
Chomsky, who studied structural linguistics, sought to analyze the syntax of English in a structural grammar. This led him to see grammar as a theory of the structure of language rather than a description of real sentences. His idea of grammar is that it is a device to produce the structure, not of a particular language, but of the ability to produce and understand sentences in all languages. Since grammar is the means by which we can understand how a language "works", a definitive study of language grammar is essential for the study of language.
However, the study of strictly explicit grammar and even grammar-centered lessons are often not based on communication. Therefore, they can be boring, cumbersome and difficult to assimilate for students. The strict teaching of grammar / structure, except with students of multiple logical intelligences – mathematical or verbal – linguistic, can be frustrating and highly inefficient.
Grammar teaching must be implicit
At the beginning of the 20th century, Jespersen, like Boas, thought that grammar should be studied by examining living speech instead of analyzing written documents. By providing grammar in context, implicitly, we can expose students to substantial doses of grammar study without alienating them to learning English or another foreign language. I also agree with this implicit approach to grammar teaching. The main way I achieve this is by teaching short sessions based on grammar, followed immediately by additional lessons based on functions in which the new grammar / structure is applied in context.
The hypothesis is that adult language students have two different ways of developing skills and knowledge in a second language, acquisition and learning. Acquiring a language is "learning it", that is, developing the ability in a language when using it in natural and communicative situations. Language learning differs in that it is "knowing the rules" and having a conscious knowledge of grammar / structure. Adults acquire language, although generally not as easily or as well as children. However, acquisition is the most important means of acquiring language skills. A person's first language (L1) is learned primarily in this way. This way of developing language skills generally employs the teaching and learning of implicit grammar.
The teaching of grammar must be explicit
However, this does not totally exclude explicit grammar teaching. Some basic features of the grammatical structure of the English language are illogical or different from those of speakers of other languages and do not lend themselves easily to being well understood, even in context. In cases where the characteristics of English grammar are diametrically opposed or in some other way radically different from the form of expression in the student's L1, explicit teaching may be necessary.
Aspects of English language grammar that can offer an exceptional challenge for students of English as a foreign language include the use of word order, determinants (this, that, this, a, a, the), prepositions (in , in, in, by, for, of, of), auxiliaries (do, be, have), conjunctions (but, nevertheless, therefore, though, though), interrogatives, intensifiers (some, some, few, more , too) and distinctions between modal verbs (can, could, would, should, can, could, should). Composite verbs also present considerable difficulties for Spanish speakers who learn communicative English.
Some students are also logical thinkers or linguistically prejudiced that respond well to the structured presentation of new material. Logical-mathematical and verbal-linguistic intelligence students are excellent examples of those who would respond well to explicit grammar teaching in many cases.
Based on my English language teaching and my second and third foreign language learning experience (L2, L3), an exclusive approach that uses implicit or explicit methodologies is not as effective as using one or the other of these approaches as necessary. Although it is essential to teach elements of language and develop communication skills in our students, there is no better way to introduce them and provide them with practice. Young students have more natural ease in acquisition, while adults can benefit substantially from more "formal" language learning. Learning styles and intelligence strengths are also an important factor.
There are many generally accepted ways of introducing the sounds, structure and vocabulary of English, including conversational conversational forms and the four basic communication skills. The grammar foresees the "communicative economy". The teaching of grammar must be implicit or explicit, as the teaching / learning conditions may determine to help minimize the response of students who are more afraid of teachers: "Teacher, I do not understand."
Note: Academic references for this article are available upon request.
Related language learning and teaching articles in this series available online include:
"Learn a language: 6 effective ways to use the Internet"
http://ezinearticles.com/?id=76453
"Six quick tricks to learn a language"
http://EzineArticles.com/?id=72718
"What is the weirdest thing you have ever eaten?"
http://EzineArticles.com/?id=81349
"What makes a person smart?"
http://EzineArticles.com/?id=81350
Teach English in Colombia: dealing with grammar, gold, weapons and guava
http://ezinearticles.com/?id=85995
Try this to perfect the pronunciation practice in the past tense
http://ezinearticles.com/?id=86780
7 steps to improve business English: choose a business English training program
http://ezinearticles.com/?id=81697
English only in the classroom EFL: Is it worth it?
http://ezinearticles.com/?id=89180
From Marcus Santamaria, comes a Land teaching that is model for anyone from 30 to 96 life of age who wants to quickly and easily get by in real-life Country to verbalise with their amigos: Click Here
No comments