Page 21 - EL108 Learrning Module

a grammar point might be treated at a particular proficiency level or the

sequence with which grammar points might be introduced.

Points to remember:
1. Linguists believe that languages are equally complex. However, the

complexity varies greatly especially when there is a huge difference in

phonetical and morphological orientation in relation to one’s native
language;

2. It is assumed that to some extent, the learning challenge which the
grammatical complexity presents will differ depending on the starting point;

3. Learners build on earlier knowledge. Hence, it is also the case that

knowledge of other languages can influence the acquisition of grammar.

The pedagogical approach to teaching grammar differs depending on the
grammatical complexity, as well as pedagogical traditions. Sampson (1984) points

out that both the teacher and the texts are seen as crucial models for learning in
the Chinese educational system. Also, in a survey of teachers in Colombia, Schulz

(2001) found that Colombian students and teachers had stronger beliefs in the

efficacy of explicit grammar instruction and error correction than did their US
counterparts. Indeed, it is not uncommon to hear of teachers who are not

particularly impressed with the benefit of grammar instruction yet who are teaching
grammar, nonetheless, because that is what students expect (see, e.g., Borg

1999).
- Diane Larsen-Freeman

Teaching and Testing Grammar, 2012

Teaching and Assessment of Grammar 9