And teaching English grammar is not as hard as many teachers
imagine it to be.
Children
master the grammar of their first language without trying,
and
without actually being "taught" grammar.
Right?
No.
Wrong. Quite wrong.
The misguided notion
that grammar is a language skill that children acquire
naturally is a popular fallacy that has led
thousands of teachers and students to imagine that it is, by inference,
some
sort of optional extra where second language
teaching or learning are concerned.
Little could be further from the truth.
Firstly a child's acquisition (i.e. learning) of proficiency in its
mother
tongue is a slow and complex process, generally taking at
least
five years of constant immersion, and often quite a bit
longer. And secondly it is not something that happens spontaneously.
Children learn their literacy skills by being taught, firstly by their
mothers, then by those around them including, later on, teachers. They
listen, they mimic, and they adapt; often they say things wrong, but
through a process of trial and error, they develop an understanding of
what can be said and what cannot be said, and what they have to say to
get the result thay want, such as a simple, "
Mummy, can you read me a story."
(and not "
You story read
mummy a can . ")
At this stage in life, there is no
conscious teaching of "grammar", but young children are taught what to
say, and what not to say, by those around them. Slowly but surely, they
acquire an understanding of how to put words together in the right
order and the right form to express the message that they want to put
over. They make plenty of grammar mistakes, just like the adults around
them, but over the years, specially after they begin formal education,
their understanding of grammar is developed, even if they are not
actually "taught" any grammar, at least, not knowingly.
Unfortunately, the process of first
language acquisition cannot normally be transposed into second language
learning, let alone second language teaching. Children reach
proficiency in their native language after years of "immersion" and
exposure to the medium seven days a week.
For most learners of English as a second
or additional language, the process does not start before the age of
seven, and in many cases will start quite a bit later. Instead of
immersion in the language 7/7 for fifty-two weeks of the year, learners
will need to acquire their language in a vastly reduced time frame,
maybe four lessons a week for less than forty weeks in the year. Adult
language learners may find themselves having to acquire English in a
much shorter period of time.
It follows that the teaching
of second languages needs to be organised so that learners can acquire
the essentials of the new language far faster than they acquired those
of their native language. These essentials fall into two main
groups: words, and grammar; and of the two groups, the more important
is grammar.
Grammar
is the
architecture of language, and without grammar skills
speakers or
writers cannot progress to anything more sophisticated than basic
communication, like for example "Me speak the English", which is
ungrammatical but understandable, but also very basic. (â–ºsee
What is Grammar?)
The biggest problem with "English
grammar" in the 21st century is that it suffers from a bad reputation.
People believe what others tell them, or what they want to believe.
Grammar is difficult. Grammar rules are impossible to understand, and
even harder for teachers to explain. Learning grammar is a waste of
time, and students can learn English faster if they don't bother about
Grammar... they'll pick it up anyway (for some, the high
flyers, this may be true; for most it is not).
When a teacher thinks that "grammar" is a bed of
thorns full of complex rules and exceptions ready to trip up the
learner at each step, that is the impression they will pass on to
students. And this is not
how to get students to move forward. Teaching a language is about
building up students' confidence; and that starts with the teacher
building up their own confidence.
Children develop their native language
skills with confidence, by hearing, remembering and mimicking those
around them who are using the language with confidence. Teachers can
adapt this process for second language learners by concentrating on
simple principles (basic rules of grammar) and lots of good examples to
go with them, and as long as the teacher is confident, some of
that confidence will wash off on students.
* There's an old English saying "Why make things
complicated when you can make them simple?" Where the teaching of
grammar is concerned, that's the number one question that every teacher
and student should ask !
Four truths for teachers
- Literacy: Grammar
is essential for the development of
literacy skills
- Simplicity: The basic grammar and syntax of
English are fairly simple... which is one of the reasons why
English has spread all over the world.
- Confidence: For the successful teaching of
grammar, it is vital that
the
teacher be able to talk confidently about grammar and explain
essential points in simple terms so that students understand what they
are learning.
- Attitude: Perhaps the most fundamental
condition for success in grammar teaching is for the teacher to take a
can-do attitude, be
positive about
it, not negative. Teachers are there to motivete students, not to
demotivate them