3.2.6. The process of learning grammar
Adapted from Scrivener (2009) "Learning Teaching"
According to Scrivener, language learners follow a set of steps when learning grammar. These stages are thought to be sequential and cover what is necessary for students to internalize new grammar structure into their knowledge.
- Exposure.-This is done through the presentation of different resources like audio, text, conversations, telling stories, and so on. Students should be exposed to these different resources before they start analyzing the three grammar dimensions. The main idea in this case is to have students exposed to the target grammar in some natural context where it occurs.
- Noticing.-In this stage, the teacher should ask students to complete activities that help them identify the target grammar they are learning. Highlighting the target grammar from the context in which it was presented is the first step for students to integrate grammar to their existing knowledge.
- Understanding.-In this stage, the teacher devotes time and activities in order for students to become aware and comprehend to the best possible the three grammar dimension namely form, meaning, and use. Especial attention should be put on the learning challenge at this stage of students learning.
- Trying out the target grammar.- At this stage students should have the opportunity to apply the new grammar into different exercises. These exercises should range from very controlled practice to more communicative. The exercises should correspond with the learning challenges and might imply exercises that help students practice the form ,meaning, and use.
- Expression.- In this stage students start using the new target grammar to express themselves in written and spoken forms.
- Remember.-Students also need some opportunities later to practice and recycle the grammar they learned otherwise it will be forgotten easily.
3.2.7. Grammaring
Grammar should not be treated just like passive knowledge of the rules or its technical application to a set of exercises. On the contrary, teachers should see that the final end of learning grammar is not to create grammar experts, but to help students to use grammar effectively and automatically in the expression of their ideas during communication exchanges functioning effectively enough to be understood.
Grammar should not be treated just like passive knowledge of the rules or its technical application to a set of exercises. On the contrary, teachers should see that the final end of learning grammar is not to create grammar experts, but to help students to use grammar effectively and automatically in the expression of their ideas during communication exchanges functioning effectively enough to be understood.