| The role of grammar needs to be demythisized in | | | | How Should Teaching Grammar Be Done? |
| today's ESL/EFL classroom. There is too much | | | | Strong grammarians don't necessarily make better |
| speculation that pupils will gain a new grammatical | | | | teachers. Personally, I don't make a big thing out of |
| structure simply by noticing it and writing down its rules. | | | | grammar lessons in terms of teaching them as a set |
| Learning to understand its complexity is part of the | | | | of rules. However the neat order of rules and forms |
| problem. The other part is how to go about teaching it. | | | | gives students something to hold unto, and they feel |
| What is Your Purpose Teaching Grammar? | | | | that they are actually learning a language. But, learning |
| Depending on the level of the class, teaching grammar | | | | a bunch of grammatical rules is not learning English. |
| can either be an inductive or deductive experience. | | | | The approach behind your teaching is communicative. |
| Depending on the class, sometimes I elicit the rules and | | | | Memorizing rules will not necessarily help. |
| forms and uses after showing the students a few | | | | It is always easy to teach students a nice neat set of |
| examples. This is inductive teaching where students | | | | rules. However it is much more difficult to encourage |
| come up with the rules and uses on their own. In other | | | | them to use forms to communicate. The grammar |
| instances, I provide students with the rule and explain it | | | | debate is an ongoing one that faces ESL/EFL |
| step by step using a few examples. This is deductive | | | | classrooms that needs rethinking and restructuring as |
| teaching. | | | | the globalization of English continues. |