Teacher Discussion Forums

17.06.03
Manchester, Uk

Hello,

I'm very interested in finding out how much relative importance people think should be given to grammar and vocabulary/other activities during the foreign language learning process.

How should this grammar/vocabulary/other activities mix typically change over time? Why?

Of course, it's impossible to give a scientifically correct answer to such a question - (people aren't machines)-but what percentages, for example, might best describe your idea of a recommended learning experience in the table below?


Beginners.........................xx % grammar, xx% vocab/other activities
Lower Intermediate..........xx % grammar, xx% vocab/other activities
Intermediate.....................xx % grammar, xx% vocab/other activities
Upper Intermediate...........xx % grammar, xx% vocab/other activities
Advanced..........................xx % grammar, xx% vocab/other activities

How could these splits influence....

...the efficiency and enjoyment of the learning process?
...the real wants and needs of students? (and teachers?)
... student motivation and performance? (and teachers?)

How could they improve...

...positive learner autonomy?
...motivation to investigate the language and use dictionaries?
...communication skills?
...confidence?
...the relationship between students and teachers?

Any thoughts on any of the above?

Best wishes



Will McCulloch

http://www.wordsurfing.co.uk

I have never given this thorough thought, but I am going to attempt an answer.
I do not know how one can measure grammar lessons quantitatively - number of lessons? It does not work that way. In my opinion, grammar questions could crop up in reading, speaking and similar activities, and they do play a major role in literature.
Also, you should specify an AGE rather than LEVELS. It is obvious that grammar has little room in a kindergarten setting (but I do focus on grammar structures in a Chinese kindergarten! It is extremely feasible and helpful in giving young learners a firm grounding and the feel for the language!).
Having said this, in my experience as a student we had grammar (in different Indo-European languages) from almost the first level on. Why, we memorised conjugation tables (in French: "Je suis heureux/tu es heureux/il est heureux, elle est heureuse", etc.).
But if you are a TEFL or TESL in an Asian country, I guess the kids need a long immersion in the English language before they can consciously attack its underlying rules.
In my opinion, grammar these days is being NEGLECTED - witness the grwoth of Chinglish.
We owe this unwelcome development probably to no one more than to the practitioners of all manner of "communicative" teaching styles.

Hi Roger,

Yes, I think AGE definitely needs to be emphasised as well as level - .....age is absolutely crucial to the language learning process....

...but I'm not so sure that grammar is being NEGLECTED these days....
...and definitely don't feel that any neglect or "communicative approach" is the cause of any growth in Chinglish.
What do you base this assertion on?
How do you back it up?
Or is it just a feeling? (it could be absolutely right, I'm just not convinced)

Anyway .... the whole question of "fossilization" is full of unanswered questions.....which are currently being discussed on the "Dogme" site.....

http://groups.yahoo.com/group/dogme/

....and you may be interested in having a look/contributing.

This site also looks at a lot of leading issues in a very open-minded way - and I'd recommend any teacher to take a look now and then.

Best Wishes

Will

http://www.wordsurfing.co.uk