Why Teach Grammar?

It is a surprise that Joseph Webbe’s attitude to grammar as early as 1622 mentioned the holistic approach to learning language as he quoted, “No man can run speedily to the mark of language that is shackled… with grammar precepts. By exercise of reading, writing, and speaking… all things belonging to Grammar, will without labour, and whether we will or no, thrust themselves upon us.” Surprisingly, English grammar is still taught in other countries using the “Rule of Law” transmission view as I experienced. Though I believe it is essential but lacks the speaking part to complete the holistic process of learning. (Thornbury: How to Teach Grammar; Chapter 2, pg. 17)

Learning a second-language must be experiential (the knowledge-how argument). Speaking and writing practices are essential to express grammar learning. It is saddening that learners of a second-language are limiting themselves in speaking outside the classroom and practise the use of language at home. Learning must not be limited to watching English films, news, video clips and communicating using the learned language at all times. This, I believe, is the easiest way as part of the acquisition argument according to Krashen. If we learned our mother tongue by listening as we “are exposed to the right input in a stress free environment so that innate learning capacities are triggered” (Krashen), then why not try and do it in such an environment. There is no other place to be comfortable than being at home speaking crazily, absorbing and expressing learning. In our multimedia age, listening is the easiest form of learning a second-language as we speak about a holistic approach. I agree with Krasher’s theory that ‘learnt language can never be acquired knowledge’ because during his time, multimedia was not yet accessible. Aside from accents, which is definitely acquired, check out India, China, Korea, Philippines and Singapore news media. What can you say about their grammar? We can assume some of them acquired the language but most speakers with their accent tell how their mind works and their instinctive way in the use of the language. (Descriptivism)

It is noted in Brown’s Teaching Principles, Chapter 22, pg. 421 that “No one can tell you that grammar is irrelevant, or that grammar is no longer needed in a CLT (Communicative Language Teaching) framework. Grammar is the basic foundation of proper communication. According to Penny Ur, “You cannot use words unless you know how they should be put together”. (Grammar Practice Activities) That’s why we should teach grammar as it is a must to learn the correct, appropriate and most effective way to universally communicate.