Summary Chapters 1-9 of 'How to teach Grammar' by Scott Thornbury. This document does not include the last chapter 10, which is a list of things not to do when teaching grammar.
Ch. 1: what is grammar?
Language can be analysed on 4 levels: texts, sentences, words and sounds. Those are called the Forms a
language takes. Grammar is party the study of what forms or structures are possible in a language, a
description of rules that govern how a language sentences are formed. Word order rules are called
Syntax. The rules on word formation is called morphology. Grammar is a way to express meaning as
well. There is an assumable rule that more context = less grammar needed (lexical) / Semantics.
Expressing meaning becomes easier when you acquire a wider vocabulary and grammar knowledge.
Grammar has two meanings: representational and interpersonal. The first is how we perceive the world
and the latter is how things happen in the world, mostly in contact with others. Interpersonal role of
language is mainly to ease the way we get things done using language. In grammar, we also study the
function of sentences (do you drink?). A function can be shown through multiple forms but a form can
also have multiple functions. Common features of spoken grammar are: omitting words, use of question
tags (aren’t they?) and sentences with two subjects. Common features of written grammar are more
complex constructions, passive sentences and subordinate clauses. Teachers use a syllabus to know in
what order they ought to teach grammar, and what to cover. A syllabus is made by the decision of
selection (what to cover) and grading (when to cover it). The criteria for selecting are usefulness (needs,
a core to focus on) and frequency. Criteria for grading: complexity, learnability and teachability.
Complexity: when an item has a number of elements. Learnability used to be decided by the complexity,
but recently it focuses more on natural order. Teachability is based on how easy it is to demonstrate the
rules in a classroom. Other aspects of a syllabus are tasks, genres and topics. Prescriptive rule: a principle
order/guide on how things need to be done. Descriptive rule: how it’s usually done. Pedagogic rule:
rules that are simple and true enough to lead to success. Continuing on pedagogic rules, u can make two
distinctions: rules of form (how to use it)and rules of use (when to use it).
Chapter 2: why do we teach grammar?
Case for grammar
- The sentence-machine argument: grammar is needed to make new sentences .
- The fine-tuning argument: grammar is needed in order to be more explicit and to make sure you don’t
confuse the listener or reader.
- The fossilisation argument: without grammar teaching, learners will reach a language plateau beyond
which it is very difficult to progress.
- The advance-organiser argument: when grammar is taught to learners, they will notice it and will be
able to use it themselves.
- The discrete item argument: for learners the language might seem easier when they are taught
grammar, because grammar consists of rules, which makes the language more clear instead of a gigantic,
shapeless mass.
- The 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 than for example speaking.
- The learner expectations argument: students might expect being taught grammar, so in order not to
turn them down, you’ll teach grammar.
Case against grammar
- The knowledge-how argument: 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.
- The communication argument: there is more to knowing a language than just grammar, it is great that
you know Do you drink? is a present simple question, but that still doesn’t give you the knowledge that it
is an offer.
- The acquisition argument: we learned our first language without being taught grammar as well.
- The natural order argument: teachers dont teach in the order in which we learn language naturally.
- The lexical chunks argument: it might be better to learn chunks, instead of grammar, because probably
this is the way we have learnt our first language as well.
- The learner expectations argument: students might have been taught grammar for years already, and
now they want to use the grammar instead of learning it.
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