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Thornbury, S. (2005). Uncovering Grammar. Macmillan Education — Chapters…
Thornbury, S. (2005). Uncovering Grammar. Macmillan Education — Chapters 1–4
CHAPTER 1 — What Is Grammar?
Core Idea
Grammar is not just rules, but a resource for making meaning
Grammar links form, meaning, and use
Main Branches
1. Grammar as a System
Grammar = patterned regularities
Not random, but rule-governed
Operates at:
Word level
Clause level
Discourse level
2. Grammar and Meaning
Grammar encodes:
Time (tense)
Attitude (modality)
Relationships (voice)
Different forms → different meanings
3. Grammar and Use
Grammar choices depend on:
Context
Purpose
Speaker intention
Same rule ≠ same communicative effect
4. Descriptive vs Prescriptive Grammar
Descriptive: how language is actually used
Prescriptive: how language should be used
Thornbury favors descriptive grammar
CHAPTER 2 — How Grammar Is Learned
Core Idea
Grammar is not simply taught and memorized
It is gradually internalized
Main Branches
1. Implicit vs Explicit Knowledge
Implicit:
Unconscious
Fluent use
Explicit:
Conscious rules
Metalinguistic awareness
2. Noticing Hypothesis
Learners must notice grammatical forms
Input ≠ intake
Attention is key to learning
3. Interlanguage
Learners create a developing grammar system
Errors are:
Natural
Evidence of learning
Grammar evolves in stages
4. Role of Practice
Practice helps:
Automatisation
Fluency
Mechanical drills alone are insufficient
CHAPTER 3 — How Grammar Is Taught
Core Idea
Grammar teaching should focus on awareness, use, and choice
Main Branches
1. Deductive vs Inductive Teaching
Deductive:
Rule → example
Inductive:
Example → rule discovery
Thornbury supports guided induction
2. Focus on Form
Grammar taught:
Within meaningful communication
Attention briefly shifts to form when needed
3. Grammar Tasks
Tasks involve:
Problem-solving
Hypothesis testing
Interpretation
Grammar as thinking activity
4. Explanation and Metalanguage
Explanations should be:
Simple
Learner-friendly
Excessive terminology is discouraged
CHAPTER 4 — Presenting and Practising Grammar
Core Idea
Effective grammar teaching follows a learning cycle
Main Branches
1. Grammar Presentation
Use:
Contexts
Texts
Situations
Avoid isolated sentences
2. Practice Types
Controlled practice
Semi-controlled practice
Free practice
Move from accuracy → fluency
3. Consciousness-Raising Activities
Learners:
Analyze data
Compare forms
Draw conclusions
Grammar becomes discoverable
4. Recycling and Reinforcement
Grammar needs:
Repeated exposure
Revisiting over time
One lesson ≠ mastery
CENTRAL CONNECTION (Whole Book)
Thornbury’s Grammar View
Grammar = Form + Meaning + Use
Grammar learning is:
Gradual
Cognitive
Context-sensitive
Grammar teaching should:
Promote noticing
Encourage discovery
Support communicative use