Different views emerge in the field of English Language Teaching (ELT). While theories and approaches are put forward to understand the nature and applicability of certain phenomenon related to ELT, different points of view arise. Grammar perhaps is one of which. With the current changes and circumstances of the world, the paper will examine how grammar should be taught. This paper will explain how there is a need to create a balance and build on circumstances and needs of learners when teaching grammar in ELT classrooms.
There are various theoretical beliefs and conceptualizations with different reactions towards in the field of ELT of how people learn. Different beliefs imply evidence of possibilities to learn in different methods but the …show more content…
The theoretical views in the field of ELT differ concerning whether grammar is teachable or not. Though teaching should not be repetitive in manner, it should not be alienated from explanations of how and why as well. Chomsky disdains the need to teach grammar and claims that each person has a built-in Language Acquisition Device (LAD) that has 'a blueprint of how language works ' (Johnson 2008:52), which differ when the learner is a second language (L2) learner. As an example, a parent 's repeated attempts to correct the child 's statement 'No body don 't like me ' fails as the child is not ready; however, the error should not be permanent (Johnson 2008:53). Thus, a lack is as well observable regarding the need to explain certain grammatical rules. For instance, Johnson explains how interrogatives e.g. 'Plays John tennis? ' formation can be challenging to EFL learners; especially as the grammatical rule differs than their L1 (2008:27). This clarifies that while there is a need to view grammar learning as a mental process, there is still perhaps a need to give explanations and justifications to …show more content…
Teaching should be of meaning, and students ' curiosity should be answered. By doing so, learning as a process could be more intelligible and meaningful. From this stance, teaching perhaps should view students as separate human begins with different needs, learning styles motives to learn. Gardner categorises intelligence into multiple aspects which means learner learn differently and have different needs for learning (Richardson & Rodgers 2014: 230). Through taking into account the previous factors the dynamics of teaching grammar in ELT classrooms would change and needs instead of correctness of methodologies would be prioritised. Such notions should perhaps be put into consideration when planning teacher-training
There are various theoretical beliefs and conceptualizations with different reactions towards in the field of ELT of how people learn. Different beliefs imply evidence of possibilities to learn in different methods but the …show more content…
The theoretical views in the field of ELT differ concerning whether grammar is teachable or not. Though teaching should not be repetitive in manner, it should not be alienated from explanations of how and why as well. Chomsky disdains the need to teach grammar and claims that each person has a built-in Language Acquisition Device (LAD) that has 'a blueprint of how language works ' (Johnson 2008:52), which differ when the learner is a second language (L2) learner. As an example, a parent 's repeated attempts to correct the child 's statement 'No body don 't like me ' fails as the child is not ready; however, the error should not be permanent (Johnson 2008:53). Thus, a lack is as well observable regarding the need to explain certain grammatical rules. For instance, Johnson explains how interrogatives e.g. 'Plays John tennis? ' formation can be challenging to EFL learners; especially as the grammatical rule differs than their L1 (2008:27). This clarifies that while there is a need to view grammar learning as a mental process, there is still perhaps a need to give explanations and justifications to …show more content…
Teaching should be of meaning, and students ' curiosity should be answered. By doing so, learning as a process could be more intelligible and meaningful. From this stance, teaching perhaps should view students as separate human begins with different needs, learning styles motives to learn. Gardner categorises intelligence into multiple aspects which means learner learn differently and have different needs for learning (Richardson & Rodgers 2014: 230). Through taking into account the previous factors the dynamics of teaching grammar in ELT classrooms would change and needs instead of correctness of methodologies would be prioritised. Such notions should perhaps be put into consideration when planning teacher-training