Perhaps no other aspect of language learning has been as controversial as teaching grammar. For many years, researchers and teachers have argued over whether we should even teach grammar. In spite of the long-standing grammar debate, the fact remains that we do not use language without grammar. Perhaps, then, the problem is not grammar itself, but the ways that grammar has been taught and learned.
Early approaches to foreign language instruction, including the Grammar Translation Method (GTM), often taught grammar separate from the larger contexts in which language is used. While these approaches were often effective for developing a receptive (reading) knowledge of a language, they sometimes failed to provide students with the ability to use language communicatively in speaking and writing. As a result, a number of approaches to language instruction since Audiolingualism (ALM) have focused on developing communicative competence. Communicative competence does not mean an absence of grammar instruction but rather grammar instruction that leads to the ability to communicate effectively. This month’s Teacher’s Corner focuses on teaching grammar communicatively, teaching grammar in large classes, and teaching grammar in context.
Teaching Grammar Communicatively
So, what does “teaching grammar communicatively” mean? It means that grammar instruction and lessons are not limited to introducing a grammar item or items, having learners do controlled exercises, and then later assessing students on their ability to understand grammar items. It means designing grammar lessons to include a communicative task or activity. A communicative grammar lesson might start in very much the same way as a traditional approach with presentation of a grammar item and examples, followed by controlled exercises to practice the grammar item.
However, a communicative grammar lesson does not stop there. Following the presentation and practice stages, a communicative grammar lesson gives students the opportunity to practice the target grammar. The beginning stages of a communicative grammar lesson often focus on accuracy while fluency becomes more important during practice stage. Communicative tasks are important because, as DeKeyser (1998) has described, they allow learners to practice the target grammar feature under “real operating conditions.” Communicative grammar practice has often focused on speaking activities; however, writing activities are also an important and valid way to practice using grammar communicatively.
Whether focused on writing or speaking, a communicative task should provide students the opportunity to use language to communicate. Some of the activities that often take
place in the communicative stage of a grammar lesson are games, role-plays, and discussion activities. Games are an excellent method of communicative grammar practice because they allow students the opportunity to practice and develop language skills in an enjoyable and low-stress manner.
Here are some resources to get started on using games for communicative grammar:
- “Grammar Games” on Teacher’s Corner focuses on using games for grammar practice: https://americanenglish.state.gov/resources/teachers-corner-grammar-games
- Activate: Games for Learning American English has many fun communicative grammar games: https://americanenglish.state.gov/resources/activate-games-learning-amer…
- A great way to develop practical skills for teaching grammar communicatively is through the Teaching Grammar Communicatively MOOC: https://www.aeeteacher.org/MOOC.