I have observed sadly that after some years of English studying, most students still present some problems in the oral and written production of the language. I, as an English teacher have a special interest on this subject. Not because I think of grammar as a priority, but as an important element that influences accuracy at the moment of using the language. I have experience the process of learning a second language. I studied English some years ago. At the beginning of my studies I was supposed to learn the language and about it, that is language use and language usage. However, time afterwards, when I was asked to bring English into real contexts because it was supposed that I had acquired the necessary tools to be fluent and accurate enough in the second language, I realized that I kept on making remarkable grammatical mistakes. I consider that them, grammatical mistakes, are an obstacle to make communication clear; that is why, I would like to determine what happens in the first stages of the learning process that do not allow students to have the high level required of the productive skills.
- maryu242002's blog
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hello
probably you are right, but i think we all had mistakes at the first step of learning, the main and foundamental reason to be lucky in oral and written speech we must like reading.if we don't have enough word stock how we can express our mind.
so being as a teacher we have to agitate reading and books to our students.
I would like to reassure you that grammar mistakes rarely if ever prevent people from understanding what you want to say. Don't worry, if your students learn words at the beginning, they will soon discover that they can make people understand even if their "grammar" (whatever that is) is still fairly muddled up.
If you see words and grammar as being so closely linked in all utterances that they can't (and shouldn't) be taken apart, you will one day be asking your students to learn (i.e. memorize) "chunks" only (which contain words and grammar), giving them a chance to feel fine when they use these chunks without even thinking of "grammar" any more - but only of the meaning they want to convey.
I wish you the best of luck with your teaching!
Jo (I have stopped teaching now, after 33 years on the job.)
It depends what is meant by language production. If it is fluency, formal grammar may not be very conducive to it. But people with fair knowledge of formal grammar are more intelligent, cultured and efficient users of the language. This is so because grammar disciplines the mind and the user and many a teacher has rued the day when communicative language learning set in and students were unleashed with whatever grammar knowledge they pleased to have. Good knowledge of grammar at some stage is definitely a favourable factor in language learning. There has been an article published by George Yule (OUP) last year, 'Reintroducing grammar', which argued that 'form-focused' (i.e. grammar based) learning should find a place in a language course. It familiarises the student with specific linguistic forms, raises his awareness of the difference between correct and incorrect forms and guides him in writing and especially in using English in formal registers. I was absolutely convinced, when I read it, that this author was right. Learning English without an introduction into formal grammar is much like learning English on the streets as a necessity. Neither teachers nor schools are required for him to learn street English, while schools should take responsibility and equip the student with formal instruction in language matters. Grammar comes as item Number 1 in this undertaking. Marija Liudvika Rutkauskaite: liudvikadam@yahoo.com
The Japanese learn lots of Grammar and so do the Koreans, but after several 100 hours of learning English thay still have difficulty in speaking and communicating in English. A Chines student who has done 10 years learning English in school (presumably heavy in Grammar) they still can't speak.
Speaking is a skill which is acquired through usage and practice. When a mother teaches her new born the mother tongue (i.e. the 1st language), the thought of correct grammar hardly crosses her mind. However by age 3 the child starts speaking in his or her 1st language, progressing from baby talk to speaking in full sentences.
In the case of an adult picking up a second or foreign language; there's no substitute for usage and practice of the spoken form. Hence lessons have to be designed such, to enable the student through sheer practice and usage to gain confidence in speaking, first in class with the teacher, then among fellow students and then with strangers. The teaching of the technicalities of grammar can come later in the learning process. Through more exposure (reading) and usage the adult will improve and as and when he or she develops a liking and love for the language it will build conficence. Through interest in the language and the desire to improve will encourage the adult to understand the technicalities of form and structure.
Cheers
Hi, as i see it, accuracy has to do mostly with developing an ear for the language. There are many ways to achive that. During the lesson teachers must correct ss mistakes and encourage them to personalise language whenever possible. Speaking activities recreating real life events are also useful. Outside the classroom ss must try to expose themselves as much as possible to the language, listening to songs, reading books, magazines or newspapers, reading online are among the activities they can try.
When ss succeed in developing an ear they can communicate more naturally, they don't need to stop to think of grammatical rules or vocabulary, as they are able to remember collocations easyly .