TDC 3 - Second Language Learning - How And When Should Grammar Be Taught?

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Grammar is a controversial topic when it comes to teaching a foreign language. For one thing, very few people truly enjoy studying grammar, even in their own native language. Since it’s full of rules and exceptions, it may raise havoc in the minds of those who attempt to conquer that territory. Those who know the grammar of their native language well seem to sail smoothly when learning a new language. On the other hand, students who haven’t mastered their first-language grammar might have a much more turbulent ride. Whether this happens because of factors such as students’ cognitive development, age, personality, motivation, or learner beliefs, it is the teacher’s job to create a peaceful learning environment with varied instructional activities so that learners with different abilities and learning characteristics can be successful in learning a second language.

There are many questions involving grammar teaching. What is the best way to teach it? Should it be descriptive or prescriptive? Should teachers approach it inductively or deductively? When should it be taught? Well, the answer to all of those questions is “it depends.” “On what?” you might ask. It totally depends on your students’ preferences. Teachers had better find out what they are if they wish to have a bloodless environment in the classroom. In my twenty-odd years as a foreign language teacher, I have noticed that adult learners prefer a more direct approach to learning grammar. They want to know the rules and they want to do lots of exercises to internalize a new grammar point. Younger learners, on the other hand, would much rather use the new grammar informally and just communicate. Could it be because adults are more developed cognitively and they understand the mechanics of the language? Is it a question of motivation? Is it because of their age? It doesn’t really matter why. The goal is to facilitate learning. So, forget what you would like or what you believe is better for your students. Take the time to find out what they like. It can easily be done in the first few weeks of classes. Pay attention to their reactions when doing a specific type of activity. Analyze their body language. Students will indirectly let you know what they prefer.

And this brings us to the most important question. When should we teach grammar? Being a believer of the communicative approach, and having studied the learning cycle of the brain, I find that a teacher must not start teaching a grammar point directly. It will create anxiety and learning will be hindered. There should be some kind of input for the learners first, be it a video, a dialog, or a conversation topic. Let the learners sink it in and reflect. Only then should the teacher introduce the topic for students to test their hypotheses through exercises and oral production. Let’s use the natural relationship between brain structure and learning to our advantage.

To make a long story short, learning a foreign language can be problematic and grammar usually plays a huge role in this scenario. In a classroom with students who have different learner characteristics and who will react differently to the same learning conditions, the teacher can easily find himself in a bind. The key to reduce anxiety and foster learning is to vary activities in the classroom. This way, learners with different abilities and preferences may achieve success in learning the new language. And who knows? If tension and negativity can be minimized, teaching and studying grammar might even become an enjoyable experience for both teachers and learners alike.