Why teach Grammar?

Attitues to Grammar

The case for Grammar 1. sentence-machine argument

Learning language through items (item & system learning)= no generating novel utterances: because of unlimited number of items.

Grammar is, then, important to generate regularities in a language in terms of unlimited number of novel utterances.

If you have linguistic creativity and vocabulary, you can produce limitles number of meanings through sentence-making machine (grammar)

2. fine-tuning argument Grammar is not merely a lexical system although

communication is possible with simply stringing words or phrases together.

Grammar serves as a corrective against the ambiguity both in terms of intelligibility and in terms of appropriacy. Look for the below erroneous examples which confuse the reader.

3. The Fossilization Argument

To some extent, you can reach an amzing level of proficiency if you are highly motivated and with a particular language aptitude.

Without instruction=risk of fossilization (see p.16)

4. The Advance Organizer Argument

Grammar instruction might have a delayed effect. It acts as a kind of advance organiser for later acquisition of a language: Through noticing (conscious learning &

unconscious learning

5. The discrete item argument

Creating discrete items: neat categories organizing for digesting.

“Verbs” and “sentences” are in broad categories as they could be put into further sub-categories.On the otherhand, “definite articles” and

“present tense” could not be sub-categorized. (böl-parçala-yut)

6. The Rule-of-Law Teaching and learning= transmission As in instıtutional learning= rule,

order and discipline are higly valued Effective in large classes with

unmotivated teenagers. Grammar offers the teacher a

structured system that can be taught and tested in methodological steps in such an teaching environment.

7. The Learner expectations argument(against grammar-focused

instruction)

Many learners come to language classes with fairly fixed expectations as to what they will do there that are derived from past classroom experiences and where teaching is being just a matter of transmission. Learnings in non-classroom settings (thrugh

selfstudy, immersion in the target language culture.

Beliefs about the efficiency and systematiciy of classroom teaching(unnatural environment)

The case Against Grammar 1. The knowledge-how argument

Knowing what is involved in riding a bike is not knowing how to ride

Knowing Vocabulary and grammar is not riding bike. Like bike riding you learn it by doing it, not by studying it.

Experimental learning=learning–by-doing Learners may not translate rules into skills

2. The communication argument

Do you drink?= (a) present tense (b) offer