SEVEN BAD REASONS FOR TEACHING GRAMMAR AND TWO GOOD ONES

SEVEN BAD REASONS FOR TEACHING GRAMMAR AND TWO GOOD ONES

1. they are divided into

   • bad
     • reasons
       • because it´s there
         • but
           • the grammar points may not all be equally important for everyone
             • it is important to choose grammar points relevant to student´s needs
               • designed for students with
                 • different purposes
                 • different environment
                 • different native language
                 • different problems
               • the book plays a very important role
       • It´s tidy
         • vocabulary is vast and untidy
           • systematize in
             • pronunciation
               • is a system of
                 • phonemes
                   • allophones
                     • syllable structure
               • according to
                 • Tom McArthur
                   • is that part of a student which is the same at the end of a language course as at the beginning
             • grammar
               • can be presented as
                 • limited series of tidy things which students can learn, apply in exercises, and tick off one by one
                   • learning grammar is a lot simpler than learning a language
               • semantic fields
                 • superordinates
                   • hyponyms
                     • notional/functional categories
       • it´s testable
         • test
           • shows
             • whether students are learning and whether teachers are teaching properly
           • is time-consuming and dificult design and administer
           • grammar = short cut
       • grammar as a security blanket
         • grammar can be
           • reassuring and comforting
         • good grammar doesn´t mean a studen is fluent
       • it made me who I am
         • past generation overvalue grammar
       • you have to teach the whole system
         • grammar
           • is
             • an acucumulation of different elements
           • teach
             • taught by
               • a subsystems
                 • asking for
                   • how much of this do the students know already from their native language?
                     • how much of the rest is important?
                       • how much of that have we got time for?
                   • to try to teach the whole system is to ignore all this questions
       • power
         • teacher will always have upper hand on complex grammatical knowledge
           • pedagogy reflects
             • societal values
               • strict grammatical drills
                 • mirror
                   • authoritarian societies
       • the results
         • student
           • able
             • conjugate all verbs
               • rules
           • not able
             • use the language in helpful contexts
         • knowledge
           • is
             • strictly declarative
               • lacking in impicit knowledge
         • self-esteem issues in language use
   • good
     • comprehensibility
       • key to succesful communication
         • know hor to build and use certain structures
     • acceptability
       • grammatical correctness
         • is equal to
           • more comprehensibility
       • a person who speaks badly may not be taken seriously

2. what to teach

   • depend on
     • circumstances
     • learners´aims
   • the points of grammar that we need