Towards a Pedagogy of Grammar Instruction

Grammar can be viewed both as knowledge and as ability. When viewed as knowledge, the focus is on rules for sentence formation. When viewed as ability, the focus is on how grammar is used as a resource in the creation of spoken and written texts. Twelve principles are proposed as the basis for a ped...

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Bibliographic Details
Published in:RELC journal 2014-04, Vol.45 (1), p.5-25
Main Authors: Richards, Jack C., Reppen, Randi
Format: Article
Language:English
Subjects:
Communication skills
Computational Linguistics
Correlation
English teaching
Error Analysis (Language)
Europe
Foreign Countries
Grammar
Guidelines
Information Technology
Internet
Language Skills
Material Development
Metalinguistics
Oral Language
Reading Skills
Role
Second Language Instruction
Second Language Learning
Student Needs
Teaching Methods
Teaching process
Vocabulary
Writing Instruction
Writing teaching
Written Language
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Summary:Grammar can be viewed both as knowledge and as ability. When viewed as knowledge, the focus is on rules for sentence formation. When viewed as ability, the focus is on how grammar is used as a resource in the creation of spoken and written texts. Twelve principles are proposed as the basis for a pedagogy that focuses on acquiring learning to use grammar in texts. Each principle is illustrated with examples from classroom practice. These principles begin with the identification of the kinds of texts learners need to master and awareness of their grammatical and discourse features. Both receptive and productive learning tasks are needed that provide opportunities for learners to explore how texts are organised and how they achieve their communicative effects. The use of corpora, the internet, as well as a bank of both student produced and authentic texts can be used as a resource for practice in creating, using, comparing and evaluating different kinds of spoken and written texts. The prinicples and practices described seek to suggest how a pedagogy for teaching grammar can move beyond sentence level grammar and incorporate a focus on grammar as an essential communicative resource. [Author abstract, ed]
ISSN:0033-6882
1745-526X
DOI:10.1177/0033688214522622