Deductive and Inductive Grammar Teaching

Annual Review of Applied Linguistics, 2004

With the rise of communicative methodology in the late 1970s, the role of grammar instruction in second language learning was downplayed, and it was even suggested that teaching grammar was not only unhelpful but might actually be detrimental. However, recent research has demonstrated the need for formal instruction for learners to attain high levels of accuracy. This has led to a resurgence of grammar teaching, and its role in second language acquisition has become the focus of much current investigation. In this chapter we briefly review the major developments in the research on the teaching of grammar over the past few decades. This review addresses two main issues: (1) whether grammar teaching makes any difference to language learning; and (2) what kinds of grammar teaching have been suggested to facilitate second language learning. To this end, the chapter examines research on the different ways in which formal instruction can be integrated with communicative activities. Continuing in the tradition of more than 2000 years of debate regarding whether grammar should be a primary focus of language instruction, should be eliminated entirely, or should be subordinated to meaning-focused use of the target language (for historical reviews see Howatt, 1984; Kelly, 1969), the need for grammar instruction is once again attracting the attention of second language acquisition (SLA) researchers and teachers. We briefly review arguments against and in support of grammar teaching before examining the approaches to grammatical instruction investigated in current research. 1

ABSTRACT:Teaching as well as learning grammar is regarded one of the crucial and big issue in language classes for teachers as well as learners. Learning good grammar also helps in improving communication as well as writing skills. Due to this, the going on study introduces some new techniques and strategies to teach Englishgrammar. These techniques has been introduced because of certain interest and experience in teaching grammar of English. Moreover, all the information or material to this going on study about grammar teaching-learning techniques or strategies has been obtainedby college level learners enrolled in the English language classes. All the tasks or lists ofthe words that had been applied on the learners are also presented in tables and results have been presented in table. This study has introduced some new techniques of teaching-learning grammar as well as to know the impact of their use on the learners to learn English-Grammar.

In the field of language teaching, especially in second language teaching, teachers and researchers are constantly concerned with the most efficient ways to provide knowledge to learners leading to acquisition. This article aims to reflect form-focused instructional options regarding grammar teaching, in light of the computational model for second language acquisition, and discuss if there is a best way to teach grammar and what it is. For that, firstly, the instructional possibilities are presented, in their macro and micro-options. Secondly, discussions on whether we should select an option or not and on whether we could balance different options throughout a lesson are carried. Finally, sample material is provided in order to present possible ways to conduct a grammar lesson.

This Paper addresses different perspectives to the teaching of Grammar in ESL/EFL classroom. The debate is about whether Grammar should be taught directly through direct instruction or indirectly through the communicative approach.

2020

In the current age of communicative language teaching, whereas some language teachers and learners suppose that grammar is not really essential for communication, other scholars agree that grammar still plays an important role in developing the language system of learners. The propensity of this study is to define what grammar is and what it is good for. From the recent perspectives and findings of different researchers, a critical evaluation is conducted to explore the importance of grammar in language teaching and learning as well as how to effectively apply grammar instruction into language teaching. The findings show that grammar is beyond a set of rules or structures and having knowledge of grammar can support learners to enhance their EFL learning progression. <strong>Keywords: </strong>grammar, teaching grammar, grammar instruction, language instruction

Online Submission, 2009

2017

Grammar is the precondition of language. After learning grammar, one can be more alert to the strength, flexibility and variety of the language and thus can be in a better position to use it and evaluate others’ use of it. In case of learning Second Language, the environment is much different than L1 acquisition. Without knowing the grammatical rules of using English, learners will not be able to utilise it with confidence and perfection. English is a compulsory subject at the secondary level in any country of the globe. Learners get enough time and opportunity to learn English for several years. There are some fixed items of grammatical rules to teach students in different education levels. In the syllabus of grammar the topics and themes have been introduced as vehicles for practicing the four skills of listening, speaking, reading and writing. However, the question is whether the students are able to acquire the skills of English language or the teachers are able to teach them pr...

2021

This scoping review studies the role of grammar in second language teaching and learning. This scoping review mainly directs to synthesizing relevant studies and literature on acquiring grammar and looking for strategies for achieving it. Grammar acquisition requires the subconscious mind of accepting grammatical knowledge that is then confined and used in communication. Its implicit nature makes it hard to conduct studies about it, and there is a need for more information that can help contribute to the existing knowledge about it. Hence, this scoping review gathered and scrutinized recent and relevant papers from various databases. The collected papers consist of qualitative and quantitative studies. Many language teachers agree that pedagogic grammar is crucial in second language acquisition. Hence, this paper analyzes recent and relevant papers about grammar acquisition. This scoping review found out that the importance of studies about grammar acquisition should not be forsaken; thus, more investigations must be done to contribute to the already existing knowledge. A byproduct of these studies can lead to better strategies for promoting grammar acquisition to language learners. Hence, the amelioration of Second Language Learning and Second Language Teaching is inevitable.