Nature of Teaching English Grammar

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Grammar teaching is extremely essential part to acquire a second language. Ellis defines grammar teaching as “any instructional technique that draws learners’ attention to some specific grammatical form in such a way that it helps them either to understand it metalinguistically or process it in comprehension and production so that they can internalize it” (as cited in Shanta, 2012, p. 118). For fulfilling the purpose of grammar teaching, I intend to two types of approaches: those that focus on analyzing the language and those that focus on using the language.
To illustrate, in the analyzing-based approach, the students are encouraged to learn the elements of language such as sounds, structures, vocabulary. Later on, this approach led to the method like Grammatical-translation method, Audio-Lingual method and the Direct Method and after that the educators established the PPP model, explicit or deductive teaching strategies and focus on form.  All those approaches, methods and strategies have focused on the function of the language. On the other hand, the language used-based approach leads to the communicative approach, task-based approach and constant-based approach. Eventually, based on these approaches, the educators introduce implicit or inductive strategies and focus on from. Moreover, this language used-based approach has come after the from-oriented grammar approach (Freeman, p. 251).

Now-a-days, language teaching is basically based on communicative language approach to fulfill the goal of language communication proficiency. So, teaching strategies has shifted from traditional deductive to inductive teaching. According to Zhou (2008), in the case of the inductive teaching, teachers can help students to rediscover their subconscious knowledge of English grammar and bring it to consciousness, as the grammar of a language is acquired through abstracting a set of grammatical rules from language data, rather than through imitation (as cited in Henry, p. 177). Conversely, the deductive teaching is totally opposite to the inductive teaching. However, some researchers think that teaching grammar is needed not only the inductive strategies but also the deductive strategies. That’s why, Ellis (2006) supports the idea that grammar teaching needs to be designed in terms of both implicit and explicit approaches (as cited in Henry; Ketsman, 2010, p. 95). 
From this brief discussion, we can say that we have to use both implicit and explicit approaches to teach English Grammar so that we can make our student to adopt the knowledge of Grammar only in a conscious way but also in a subconscious.


Comments

  1. Mahbub's Blog18 February 2018 at 08:28

    Zobaidun, really it is a fantastic work from you. But I think if there is some illustration in your writing, it would be more informative for the readers. Again thanking you for your nice piece of work.

    ReplyDelete
    Replies
    1. Zobaidun Nesa18 February 2018 at 09:20

      Thanks and in future I will edit and add more information and illustration within it.

      Delete

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