Department of continuous professional education graduation paper

Chapter II: Overcoming the grammar Barrier in foreign language teaching

2.1. Effective methods in teaching grammar

Grammar is very predominant in language teaching of English. Teaching grammar generally focuses on language structure or sentence patterns and it is considered as a prerequisite for other language skills. It is believed that for all other language skills, listening, speaking, reading, writing and vocabulary, grammar has very important roles. Learners could not grasp the meaning of the text while reading without grammatical knowledge. Learners could not out their ideas on the sentences without knowing the grammatical structures. Even vocabulary is not enough without required grammar. Grammar is the main point in language learning and it is a pathway for other language skills. I believe that many of our instructors think so since they really care about grammar mistakes on our exam papers, however they can ignore our pronunciation or speaking mistakes. I agree with the writer since even we learn it while speaking or listening, there is always a grammar structure in learning.

Focusing on only grammar is not beneficial for learners because most of the time they cannot communicate although they know the rules very well. Learning a language involves communicating. Teaching grammar with other language skills can be hard, so teachers should use alternative teaching approaches. We cannot say we know a language by learning only grammar. We, as teachers, should integrate grammar into other skills. There are many approaches and they have both advantages and disadvantages. We can use their beneficial part for a more appropriate language teaching process.

Practice and consciousness-raising: Many teachers think that grammar is an assistant for communication skills; therefore practice and consciousness-raising have important roles in grammar teaching. Practice is a key for learning. In practice, a specific grammar rule is focused and learners produce sentences by using that rule. They repeat it and then they correct themselves if they are wrong. Lastly, they receive feedback. During practice learners focus on correct form and apply it both written and spoken language. Consciousness-raising is a way of raising awareness of learners on grammar. The aim is to make learners notice grammar rules, not make them use rules. I think that practice is very important point there. Without practice, we cannot understand how much the students learn, which points are not clear enough or etc. I think that the more practices produce the more correct use of language.⁹