I really don't like grammar!

What do you remember about grammar instruction?  How did the teacher present, explore or share the rules and patterns of the new language with the students? What was effective? What was ineffective? What do you remember enjoying? What was more challenging and perhaps less enjoyable?

As a student learning the grammar of my native language (English), the most significant memory I have is that of diagramming sentences.  This activity was visual representation of the language system.  We used flat, horizontal lines for the basic parts of the sentence (subject and verb) and then other lines at angles below or to the side in order to clarify how each of the other words functioned in the sentence (as modifiers, etc.).  I suppose that my predilection towards visual learning made this approach to grammar useful and meaningful for me.  On the other hand, I really disliked taking a rule and applying it to a set of twenty sentences (drilling).  I sometimes took this as an insult to my intelligence. 

As a student learning the grammar of another language (Arabic), however, my perspective changed a bit.  I first began learning Arabic on my own, through observation and trial and error.  I only started studying with a private tutor after about 3 years in Egypt.  Because I already had a significant amount of basic Arabic under my belt, we began with some simple grammar rules and patterns.  Most of the time, my instructor would present a grammar rule or pattern through explanation in the target language (Arabic) and then reinforce it using some examples in the target language.  We would do some exercises using that rule, including those dreaded drilling sets.  In this case, notably, I found that practicing the rule in a controlled, safe environment that was not high-stakes (my workplace) was very useful and gave me the chance to make mistakes without consequences.  The instructor also would present some text (comprehension passages) in which these rules were also observable.  Thus, she put the rule into a context, and added meaning.  This was especially useful for me.

A student in your class approaches you and tells you she is very bored with the grammar lessons, and that she feels she can learn English without learning grammar separately. What would you tell her?

Write a script of the explanation you could give this student and post it to your blog. Read the other scripts and consider which explanations might be the most meaningful, comprehensible, and authentic to a student learning English.  Also, write about what you might do differently in your instruction as a result of the conversation.

Sandra: Ms. Jennifer, I really don't like grammar.  Do we have to learn it?

Ms. Jennifer: Well, Sandra, why do you think we include grammar in our English course?

Sandra:  Because it helps us speak and write better.  But, I think if I read more and talk to more speakers of English, my grammar will get better.

Ms. Jennifer:  You're right, Sandra.  Reading more and spending more time communicating will definitely expose you to more language and give you a chance to use your language in many ways.  I know you are sharp, Sandra.  You easily pick up on language patterns, sometimes without any direct instruction.  But, what if I told you that sometimes, we need help to notice these patterns?  

Sandra:  Yes, sometimes I feel like something I'm saying doesn't sound right, but I don't know why.

Ms. Jennifer:  That's right - you have a keen sensitivity for languages, like many students do.  But, sometimes if a rule or a specific structure is explained to you directly, that knowledge will help you figure out the pattern and use it with fluency and accuracy faster than if you try to understand it by yourself. 

Sandra:  But, most of the time, even if I make mistakes, people can understand what I mean. 

Ms.  Jennifer:  Maybe that's true, now, Sandra.  But, as you develop your language, you may want to discuss more complex topics, you may want to apply to study formally in a university, or you may want to get a job.  In these situations, you don't want to take a chance that people will misunderstand you, right?  And sometimes, people are not fair.  They may think that you don't understand the content or the facts because you can't communicate clearly about them.  They may judge you based on their own ability to understand you.  That's why it's important to use every tool you have to be as fluent and accurate as possible.

Sandra: But sometimes I feel overwhelmed and think I will never be able to sound or write like a native speaker.

Ms. Jennifer:  Well, Sandra, learning another language is a life-long process for most people.  Let's focus on today.  Let's figure out where you are in your language learning process, what specific goals we can focus on, and find the strategies for work that you most enjoy.  In that way, we can meet your goal of being as fluent and accurate as possible.

Sandra:  Okay, Ms. Jennifer.  I agree that grammar is important so I can communicate clearly.  But, let's try to do less mindless drilling, please! 

Ms. Jennifer: (smiling)  Of course, Sandra!  We will work together to find ways to practice grammar that you enjoy.  

As a result of this conversation, I would spend more time creating activities that not only practice specific patterns and structures in particular, but also within a more comprehensive format that involves      relevant, meaningful, context to the language with some elements of games or competition that would motivate Sandra and her colleagues.