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Teaching grammar: research, theory and

practicePenny Ur

ETAI miniconference

Rehovot, February 2010

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Some questions: grammar within a communicative

methodology

Is learner mastery of correct grammar a major aim in (communicative) language teaching?

If it is, then how should it be taught?

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What do you think?Would you agree or disagree with the following

statement?

It’s not important for students to use correct grammar when they are talking, as long as they are getting their message across.

It’s not important for students to use correct grammar when they are writing, as long as they are getting their message across.

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Accuracy is important because…

…From the point of view of the hearer/reader, inaccuracy, even if it doesn’t affect meaning, is

distracting, ‘jarring’ ‘discourteous’ may lower respect for the

speaker/writer

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And because…

… from the point of view of the speaker/writer, inaccuracy may

lower self-confidence lower self-respect as a language

user

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And because…

…from the point of view of the teacher, professionalism means teaching the language as best we can.

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Research and theory

implicit and explicit teaching

‘noticing’

the teachability hypothesis

‘exemplar-based’ learning

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Implicit and explicit teaching

The goal is implicit knowledge of correct grammar (i.e. getting it right without thinking about it)

BUT

Does this imply ‘implicit’ teaching (no explanations)?

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Implicit teaching

Krashen (1981): ‘input hypothesis’

You learn by getting lots of comprehensible input The Natural Approach

The Interaction Hypothesis (Long, 1985)

You learn by interacting Task-based learning

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Explicit teaching

BUT:

Explicit grammar teaching appears to be helpful

Spada (1997)

Norris and Ortega (2001)

But: only explicit teaching doesn’t produce people who can communicate…

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The relationship between explicit and implicit

knowledge

The non-interface position

The weak interface position

The strong interface position

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So where does that leave us?

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‘Noticing’

Schmidt:

There is no such thing as unconscious acquisition of a second language

Noticing is necessary for learning

Intake is that part of the input which has been noticed

Incidental learning is possible, provided that noticing takes place

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The teachability hypothesis

There is a natural developmental sequence of acquisition of morpho-syntactical structures, impervious to teaching.

Teaching of a grammatical feature will be effective only if the learner is developmentally read to acquire it.

Teaching of a feature when a learner is not ready may have a detrimental effect.

(Pienemann, 1984)

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‘Exemplar-based’ learning

You learn grammar by accumulating lots of memorized ‘exemplars’

Through extensive exposure + ‘noticing’

Importance of learning grammatical ‘chunks’

Ellis (N.) (2002): frequency Nattinger and DeCarrico (1992), Wray (2000):

formulaic sequences

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So the conclusion so far is that…

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You need:

communication + some explicit teaching of grammar

you need to ‘notice’

you may not learn new grammar because you’re not ‘ready’ for it

you need lots of exposure to grammatical chunks (‘exemplars’)

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Some practical models

• Task-based + Focus on form

• Task-based + Consciousness-raising

• Practice-based instruction

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Task-based + focus on form

A communicative task, with incidental focus on form

‘... focus on form... overtly draws students' attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication’

(Long, 1991: 45-46)

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May be based on:

error correction noticing of salient forms in texts teacher- or student-initiated attention to a

lanaguage feature

Originally: unplanned, brief (Long, 1991)

But later: largely planned, extended (Ellis, 2001, Shak & Gardner, 2008)

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Task based + consciousness-raising

Practice is not helpful (some research, experience, the teachability hypothesis).

But awareness of grammatical rules, forms and meanings may facilitate later acquisition

So:

Occasional lessons where learners’ attention is drawn to forms, often in the shape of an explicit rule

Discussion of examples, and some intellectual effort

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Practice-based teaching

The transformation of declarative into procedural knowledge by a process of automatization through practice (Dekeyser, 2007)

Underpinning in cognitive psychology: skill theory

Research evidence that it helps (Van Patten and Cadierno, 1993; Muranoi, 2007)

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PPP

Skill-theory, practice-based

The communicative approach

Input-based Task-based

Focus on form Consciousness-raising

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Implications for classroom teaching

Problems with implementing research-based theory in practice:

1. Varied, sometimes incompatible, conclusions

2. Insufficient attention paid to purely pedagogical factors

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Ultimately: the teacher decides

Teaching is informed, but not determined, by research-based theory (Widdowson).

Methodological decisions are taken by the teacher within particular situations, determined by pedagogical constraints + professional judgement.

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A suggestion: five basic components of grammar

teaching1. Task-based + focus on form

2. Presentation- and practice-based

3. Communication only

4. Focus on form only

5. Exemplar-based teaching

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1. Task-based + focus on form

The basis of the lesson is a communicative task.

We may teach bits of grammar / vocabulary / spelling before, during or after: but the focus is always on the communicative task.

Example: an ‘agree/disagree’ discussion:

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A communicative task

Discuss how far you agree with the following statements

1.The teacher should correct me when I make a mistake.

Agree …………………………………………….Disagree2.The teacher should ask other students to correct me when I

make a mistake.

Agree …………………………………………….Disagree3.The teacher should get me to correct myself.

Agree …………………………………………….Disagree4.The teacher should make me rewrite essays after she’s

corrected them.

Agree …………………………………………….Disagree5.The teacher should not only correct me, but also explain why

what I said was wrong.

Agree …………………………………………….Disagree

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Meaning-focused:

Pair/group work

Full-class summary and discussion

Form-focused:

modal should

object / reflexive pronouns (correct me/myself)

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2. Presentation + practice

A grammatical rule, presented inductively or deductively

Then: practice activities, progressing from mainly form to mainly meaning focus.

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Example:The Present Perfect

Conventional form-focus

Nina is looking everywhere but she can’t find her keys. She ………………… (lose them)

Peter weighs only 50 kilos. Last month, he weighed 60. He …………… (be on a diet)

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Example:The Present Perfect

1. Focus on meaning, but controlled form

Find someone who...

...has slept in a cave.____________ ____________

... has eaten caviar ____________ _____________

... has visited India ___________ ____________

... has been in a car accident ________ _________

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2. Focus on meaning, semi-controlled form (sentence completion):

Since this time last year, I have ….

3. Focus on meaning, free sentence-making

Think of a situation (using the present perfect) that would produce the reaction…

1. Oh dear! 2. Wonderful! 3. What a surprise!

4. Congratulations! 5. Help! 6. What a relief!

7. What a pity 8. Thank you! 9. What a pity!

10. I’m sorry! 11. Oh no! 12. (sigh)

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4. Focus on meaning, full paragraph writing:

Today is picture B. What has happened since yesterday (picture A)?

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5. Focus on communication

Group discussion:

You are a committee of experts who have to interview candidates for a specific course or profession.

Your candidate is requesting:

to become a marriage counsellor to become a kindergarten teacher to join the police force to work on a summer camp for teenagers to become an ambulance driver

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3. Communication only

Receptive:

listening to recorded or improvised speech extensive reading watching movies, TV …

Productive:

talking, communication games exchanging information, creative or transactional writing…

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4. Form-focus only

Examples:

‘Tip of the day’ – isolated language points

Grammar rule explanations

Analysis of formulaic sequences

Comparison with L1

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5. Exemplar-based

Familiarization or learning by heart of:

Chants Poems Proverbs Dialogues Songs Performances: sketches or plays

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Variable selection and emphasis:

Two examples

Grammar teaching procedures in the following situations:

A. ‘ELF’ at elementary level in a state school

B. A university EAP course

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A. ‘ELF’ at elementary level in a state school

Predominantly:

Presentation and practice Exemplar-based learning Focus on communication

Occasionally:

Form-focus only Task-based group work

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B. Young adults in a university EAP course

Predominantly: Task-based + reactive form-focus Form-focus only Communication only

Occasionally: Presentation + practice

Very occasionally: Exemplar-based

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In conclusion

Research and theory have not produced a consensus on the best way to teach grammar.

They have produced many interesting and suggestive insights.

The practical five-component model proposed here is one possible basis for decisions about the treatment of grammar in materials for specific contexts.

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Thanks for listening!

pennyur@gmail.com