Essential+Structures

Teaching Grammar
8. Address Grammar Consciously University students usually need and appreciate direct instruction in points of grammar that are related to classroom activities. These students often have knowledge of the rules associated with standard use of their native language (metalinguistic knowledge) and can benefit from development of similar knowledge in the target language and discussion of similarities and differences. Discuss points of grammar in the contexts where they arise. Asking students to think through a rule in the context of an effort to express themselves clearly is a more effective way of helping them internalize the rule than teaching the rule in isolation. Two types of grammar rules to address when using authentic materials:
 * Prescriptive rules: State how the language “should” or “must” be used; define what is “correct.” These are the rules that are taught in language textbooks.
 * Descriptive rules: State how the language is actually used by fluent speakers. The degree to which descriptive rules differ from prescriptive rules depends on the setting (casual/formal use of language), the topic, and the backgrounds of the speakers.

Limit expectations for drills.

 * Mechanical drills in which students substitute pronouns for nouns or alternate the person, number, or tense of verbs can help students memorize irregular forms and challenging structures. However, students do not develop the ability to use grammar correctly in oral and written interactions by doing mechanical drills, because these drills separate form from meaning and use. The content of the prompt and the response is set in advance; the student only has to supply the correct grammatical form, and can do that without really needing to understand or communicate anything. The main lesson that students learn from doing these drills is: Grammar is boring.
 * Communicative drills encourage students to connect form, meaning, and use because multiple correct responses are possible. In communicative drills, students respond to a prompt using the grammar point under consideration, but providing their own content. For example, to practice questions and answers in the past tense in English, teacher and students can ask and answer questions about activities the previous evening. The drill is communicative because none of the content is set in advance: