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Why Teach Grammar?, image, image, image - Coggle Diagram
Why Teach Grammar?
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Fine-tuning argument
Gammar is needed in order to be more explicit and to make sure you don’t confuse the listener or reader.
Fossillisation argument
Without grammar teaching, learners will reach a language plateau beyond which it is very difficult to progress.
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Discrete item argument
For learners the language might seem easier when they are taught grammar, because grammar consist of rules, which makes the language more clear instead of a gigantic shapeless mass.
Rule-of-law argument
Grammar is a great way for having structure in class, especially with unruly and unmotivated students. It is easier to teach for example speaking.
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Knowledge-how
When students know the grammar rules, it doesn’t mean they can apply those rules, so it is better to let them experience the language instead of teaching grammar.
Communication argument
There is more to knowing a language than just grammar, it is great that you know.
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Lexical chunks
It might be better to learn chunks, instead of grammar, because probably this is the way we have learnt our first language as well.
Learner expectations
Students might have been taught grammar for years already, and now thay want to use the grammar instead of learning it.
Truth
The rules must be true. While truthfulness may need to be compromised for the sake of clarity and simplicity.
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Clarity
The rules must be clear. Lack of clarity is often caused by ambiguity or obscure terminology. For example: 'Use will for spontaneous decisions; use going to for premeditated decisions.'
Simplicity
The rules must be simple. Please note all possible exceptions. There is a limit to the number of exceptions a student can remember.
Familiarity
An explanation should try to make use of concepts that are already familiar to the student. Few students have specialized knowledge of grammar.
Relevance
A rule should answer only those questions that the student needs to be answered. These questions may vary depending on the student's native language.
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