Teaching Grammar in Today's Classroom—Part 1

it's so heartening to see so many people on a Saturday morning interested in of all things grammar teaching we are delighted to have you here my name is Betty azar I bet you already guessed that because neither one of them look like they might be a Betty I am here with my wonderful fellow panelists Keith foals and Michael Swan and we'd like to thank you for coming thank you we'd like to thank you for coming to our pound this morning the title of our panel is teaching grammar in today's classroom I just have to say first that I have never had a more enjoyable time preparing for a panel than I have with these two gentlemen over here in my colleagues we could talk shop about grammar and grammar teaching until the cows come home it's been wonderful but before we go any further let us introduce ourselves and we're today mostly simply going to go in alphabetical order so I will go first as I said my name is Betty azar I am the author of the azar grammar series also known I am told as blue Betty Black Betty and the red Betty I know I have been in the field since 1965 so that is 43 years I started teaching when I was 24 would you like me to do the arithmetic for you or okay I was born in October so don't add an extra year yet I spent most of my teaching career in intensive English programs and also taught freshman English for students of a second language university level and the intensive English program was completely to a university preparation that's being able to find the right materials from my own class I wrote my own materials and quite surprisingly a number of other people like to use them too so that was a wonderful surprise for me and since then became a full-time materials writer which I am to this day and I live and work on Whidbey Island in the state of Washington and now my next panelist I'll let them introduce themselves good morning everybody hear me back there Keith Falls University of Central Florida which is not in Central Florida if you get the map of Florida out you'll see we have University of South Florida off well way on the west side of the the State University of a North Florida which is actually in the northern part of the state etc the University Central Florida where I coordinate a master's in T cell program I've taught for 30 years or so started teaching University of Southern Mississippi in an intensive English program got my masters I was armed and ready to go overseas because I had a debt to pay off student loans so in 1984 I went to Saudi Arabia was in Saudi Arabia for a year where I taught EF l and then didn't get enough there so I went to Malaysia the University of Texas System and taught there for three years and then after that couldn't go home yet because I still had the EF l bug in me went to Japan where I had intended to just teach for one year but you know the science law that a body at rest tends to remain at rest unless acted upon by an outside force no outside force was acting upon me and six years later I found myself still in Japan 1994 I came back to the United States decided to work on a doctorate in second language acquisition and I had before that started writing materials and I've always been interested I don't know why I always saw the story of when the teacher in school would come around and pass out those handouts remember way back this blue to those sheets first thing I always did was sniff the sheet and then the other kids kept sniffing the sheets which would explain a lot but I actually sat there being the nerd that I was and tried to figure out did she write this one herself or did it come out of some company look how did she get that font on the page this is way back when you had a tight the dittos and scrape it off with a razor if you made a mistake sound familiar to some people yes since then I've gone on to write many other books and I'm very active in materials development and I love teaching and I know you're here today because you know that teaching grammar is the right thing to do thank you but hi I'm Michael Swan I was interested to discover looking at the program for this morning's talk that I'm a citizen of the United States of America this came as a surprise but life's full of surprises those of you with an interest in phonetics can try to work out which part of the United States of America I come from I'm not sure myself but I'll work something out my backgrounds in tighly in English language teaching 20 years in classrooms in Britain and France and during that time though I worked my way down to become a materials writer which is so what I turned into I've been doing that for a very long time I've lot of my work now is on the wild frontier between applied linguistic theory and classroom practice I am delighted to be here I'm looking forward very much to our discussion well just very quickly I'd like to say that both of these gentlemen have written many many books one of the books that Keith has written is vocabulary myths and it is a teacher reference book it is just a wonderful compilation of practical teaching advice research and common sense and Keith and I have been friends for a number of years now we are TESOL friends and that is one of the best things about TESOL is becoming friends with your professional colleagues so we really enjoyed knowing each other over the years Michael is a more recent acquaintance I much enjoyed getting to know him one of his books is practical English usage which is a real compendium of anything you could ever possibly want to know or any question your students could possibly ask about English grammar I discovered it in the early 80s and since that time it has been in arm's reach from wherever my typewriter or computer has been when I ran into him a couple of days ago I said to him well you know Michael I have been picking your brain for years and Michael said ah what is his hand up here ah so that's what happened that's where it's all gone you picked it all away which of course is not true so our plan this morning to let you know that our agenda each of us is going to speak for 10 minutes and then we are going to post questions that have been emailed to us by teachers about grammar teaching questions like what are the pros and cons of explicit grammar teaching should you correct every error why do students go on making mistakes after they learn the grammar questions like that wonderful questions that we got from teachers and we thank all of you who sent questions into us the first ten minutes each will go in alphabetical order and then the questions and I just have to say and don't start my ten minutes yet that it is almost impossible to say everything you want to say about grammar teaching in ten minutes it is absolutely impossible and I think the biggest problem the three of us had in preparing for this panel is that we just have too much to say but we had so we have agreed to abide by strict time limits so as I said we don't want to talk about grammar till the cows come home so I will go first with my ten minutes for my initial remarks I've limited the topic to there we go grammar teaching and communicative teaching a hybrid that works that quotation a hybrid that works is something a teacher once said about the two types of teaching and I thought it was a very apt description the first thing I want to do is share with you a quotation written by one of students who was in an entrance exam a placement exam for our intensive English program and what the student wrote is I won't explain that I know a lot of grammars but is my problem I haven't enough vocabularies I think it is just a wonderful quote I have always liked it and of course I couldn't agree more that vocabulary is absolutely crucial more crucial than grammar I suppose if you're going to put them in a hierarchy but it also shows that perhaps there's a place for grammar too and in its innocence in its innocence what this quote points out is that knowing a lot of grammar is not the point the goal is not for our students to know a lot of grammar the goal of grammar teaching is to help students create an inter language that is increasingly fluent and accurate in the use of English structures in meaningful communication notice I said inter language our teaching goal is not native speaker proficiency or mastery that will happen long after the students leave our classes if it happens at all and for most students it doesn't so the inter language is their important medium of achieving their goals in university study or their jobs notice I said increasingly fluent and accurate fluency is just as much a goal in grammar teaching as accuracy fluency and accuracy are two sides of the same coin and sometimes I think it's good for us to remind ourselves that fluency does not mean the ability to speak pidgin really really fast and so the goal of grammar teaching is for our students to be able to communicate meaningfully in all skill areas in other words the goals of grammar teaching and the goals of communicative teaching are fundamentally the same now I want to show you another sample of student writing this one will unfortunately look very familiar to those of you who teach generation 1.5 students and shows some serious useful fossilize usage problems and that's throughout the composition I only have 10 minutes so I could only give you one short sense from it the topic is what should happen to teenagers who commit crimes and the student has written if the court sent a kid an adult presence will get worse not better or this I think the society or the court need to build a new jail for the juveniles that have doing crimes and the court should treat them as adults but only in court this student immigrated to the States at age eight graduated from a u.s. high school with a diploma and was enrolled in a u.s. college at the time this was written that's ten years in the u.s. school system that's ten years of comprehensible input at least enough comprehensible input to earn a high school diploma this student went to school during the time the naturalist movement in language teaching was assuring us that a second language is learned in the same way as a first language and accuracy will just happen which as we all know by now is at best a half-truth thank you one of the greatest half-truths ever told really no matter how much Theory you wrap it in there are significant obvious observable differences between learning a second language as an adult and a first language as a child and as we teachers know accuracy does not always just happen this particular student I taught a number of generation 1.5 students the only thing that I would ever find would work would be a crash course in grammar and even then it was a very difficult situation to reverse and when working with these students I would always say to myself boy I wish I had had you in my grammar class at a crucial stage in your inter language development development then by comparison I consistently observed that the second language students in my freshman English class the writing class the ones who had had a good grounding in basic grammar and I don't mean anything fancy I mean though they can find a subject in a verb that sort of thing that they were much more likely to to have the language skills expected at a university and be able to achieve have at least the opportunity to Pete and succeed at the University so when I would come to tea salt and I would listen to speakers such as stephen krashen in particular and others who advocated zero grammar and were opposed to the direct teaching of grammar in any way whatsoever i would always wonder if they were teaching the same students that I was teaching if they had to Monday morning go to class and face the same students that I was going to face on Monday morning I found it hard to imagine I believed then and I believe now that those who advocated zero grammar were just simply wrong and I wasn't alone during the heyday of The Naturalist bandwagon in the 80s and the 90s the number of teachers actually using grammar based materials was increasing dramatically exponentially there was a real disconnect someplace in our field but not only were large numbers of teachers supporting grammar teaching there was and and it was sometimes hard to find it but there was a steady stream of research throughout the 80s and the 90s to this day that shows that grammar teaching works in my reading of the research literature much of the academic community today seems generally in agreement that students in second language programs that include both grammar teaching and communicative teaching show accelerated learning and substantial gains in usage ability compared to students and programs that provide only communicative exposure to target structures or to say it more simply much of the research shows that if you combine grammar teaching and communicative teaching the students learn faster and better there's always conflict in research and theory as its would be in any academic field of inquiry and we still have some urges at the beginning just the beginning of understanding how second languages are acquired or first languages for that matter no one no one has all the answers and people who do say they have the answers make me very grumpy and I will admit I do not have all the answers I'll let them speak for themselves but if you're interested in exploring a survey of some of the recent research literature and grammar teaching I think a good place to start would be an article by Hossein asaji and Sandra photos you can find the citation and the information about the article on my website or copy it down here my website is is our grammar that's not hard to remember calm somehow for a while in our field the term communicative language teaching got more or less this is this is how I viewed it got the term communicative language teaching got co-opted by The Naturalist movement and came to mean that if you engaged in communicative language teaching that meant you could not engage in explicit grammar teaching but that is simply not true and it never has been grammar teaching can be integrated into a communicative framework or a skill skill based curriculum communicative methods and materials can be integrated into grammar based teaching there are a number of good ways of integrating the two so the final thought I want to leave with you is this communicative teaching and grammar teaching are not mutually exclusive they are mutually supportive they fit hand in glove they are as I said what one teacher calls a hybrid that works thank you you I'm going to talk a little bit about teaching of grammar in terms of a brief history of where we've been where we might be going where we hope to go anyway and also I'm going to look at it from the point of view of the teacher not to learner per se and my main point is that good grammar teachers don't just happen good grammar teaching requires grammar knowledge you actually have to know something to be able to do this job go figure you need to know grammar across linguistic knowledge and you also need good teaching skills I know many linguists my colleagues are not here so I can say this my department even it's it's one thing to know your material regardless of what you teach it's quite a different thing to be able to teach two different skills so I'll start with the history of when I started teaching what happened with grammar 1979 I started teaching at the intensive English program at University of Southern Mississippi and what did I know I had I had a some training in a bachelor's degree in TESOL and they gave me a schedule and say here is what you teach one of my classes was called grammar so of course you talk grammars what I did at 3 o'clock in the afternoon I was told to do this and I was brand new so I didn't ask many questions in 1984 I went overseas to Saudi Arabia and I still had the same knowledge that I would be teaching grammar there we focused a lot on vocabulary because it's always about what your students needs are and their tests focused a lot of vocabulary and pronunciation listening skills so I remember when I was teaching there though we got a brand new teacher into town and this person proceeded to inform me well I went to the most people end up being a lawsuit I'll go there and his rebuttal letter was I graduated from the most prestigious university prestigious misspelled I saved that document he doesn't work there anymore but he proceeded to tell all of us that know we were wrong because he had just graduated as well and he knew that his professors had told him again people probably weren't teaching that you know you don't need to teach grammar in fact teaching grammar is bad please don't do that then I went to Malaysia and I was with the University of Texas for three years here and we had an IEP an intensive English program and we had a grammar class every day for the students and I remember sitting at it we were reading all these articles that were coming from the United States from crashing and others about grammar bad don't do grammar and I remember sitting at the table one day we were joking the three coordinators and we were all saying gee we're going to have to go back to the states and get a doctorate or something to prove to do research to show that gosh if you teach something people actually learn it it was going to be a new concept then in 1988 I was in Japan and I taught in Japan in two different places my first job was a university where people were only doing graduate degrees and I was shocked the first summer when I got there these people were going to have to write a thesis in September and it's now June and they're writing with nowhere near thesis level quality and I complained to the coordinator you know next year in our summer intensive program we have to have a grammar class and he proceeded to tell me there's no what you know Keith this might be a good idea he was just going to give me a little bit of good feeling there this might be a good idea but you know we have graduates from many prestigious programs prestigious spelled correctly many prestigious programs and he said I can't possibly ask them to teach grammar okay so I insisted and he said what we'll do is we will let you have a class called ad any idea what that would stand for accuracy development we could it was a 40 minute class so either you ate lunch first and then you had a D or you had ad in you ate lunch you can sense students didn't think it was a very important class because they were going to lunch after that but the point was I was told it was just such a prevalent notion that grammar was bad I okay we'll let you have this class false but you can't call it that you have to call it something else nobody knew what a D was and then after that recently I'm tell you I'm working on a new book a grammar book for teachers and I passed this to a couple of different readers and there was one chapter where I wanted to explain where we had come from and grammar teaching and I mentioned well you know in the 1980s crashing bla bla bla and the person actually took a pen to the paper and wrote who cares at this point because act I took it as a verb well first I scratch it out but second I thought gee we actually have come far enough now because ten years ago this kind of panel would have been controversial but we've come so far now that actually gee if you teach something you actually might learn it that's good all right the next one there um now there were some good things that came up you know I always try to when teaching in a master's in TESOL program I'm trying to situate where we came from I know in 1979 or before that when I was in high school I had French and Spanish as many of you did I didn't become a French speaker after my one year of French in high school and yet it was a time the big emphasis was on grammar and it was teachers at the blackboard with their list of 20 grammar items if I cover these 20 grammar items then I've done my job and I can tell you now at the University where I teach I'm in a department of foreign languages and I hear the other is the German French Spanish my colleagues talking about I just don't know what you guys are doing in Spanish one in freshman Spanish because you're not covering the grammar but I don't hear anybody talking about communication or ability to use it and as betty was saying the purpose of grammar teaching or any teaching of languages is to be able to do something with the language it's not to be able to recite the rules back but I still hear my colleagues with this old older mentality of if we cover the 20 items we've done our job and therefore you should be able to do something with it at that time grammar teaching I would say really wasn't it wasn't very productive it was more about learning rules having said that we had what 25 years of I plus one or I plus two pick your number and what's happened I don't you knighted States I don't sense lots of freshmen and sophomores being able to speak Spanish and French and whatever after years and years of having this implemented in our school system the example that I give there is if you're going to be doing grammar to move away from grammar for grammars sake and we have that old example that bloomed in my aunt my aunt's pen my aunt pan repeat after me and you're appended your hint your aunt didn't have a pen and you had no reason to talk about this situation but I've covered possessive noun noun check mark number 16 but unfortunately for grammar teaching today even some really well-intentioned teachers when it comes to certain grammar points or for example I picked past perfect because it's one of my least favorite ones to teach but past perfect and they'll say well I have to spend a whole week on past perfect no you don't do you think that on day five is the magic day when something suddenly happens and gee they've gotten it grammar is going to you know as betty was saying with inner language these things are going to take time to develop and when you talk about or people teachers commiserate well I've taught this and they just didn't get it part of it is why would you think that the one time is going to do it so I talked about spending a week on past perfect or why are you teaching order of adjectives yes I know that adjectives have a certain order and if you put five in a row they'll have to do this this and this but I tonight when you're flying back or tomorrow you open your in-flight magazine which has lots of descriptive adjectives try to find a sentence that has more than one in front of a noun let alone five we don't do it so if your students can't do it there might be a reason why no one wants to do that now what does it mean to be a good grammar teacher you really have to know grammar well really really well not because you're going to have this amazing ability to recite rules but because you need to know your subject material better than your students that's teaching 101 how many times have I been I've done coordinating administration work a lot the thing I cringe is when I hear a teacher tell a student the steam will ask the question why do you put ing or whatever and then this teacher will say well I've never thought about that that's okay because many times you haven't the about that the wrong answer is to go on and say gee your grammar is better than mine you know more about this than I do and sometimes it's true unfortunately but don't admit that and then you should be ashamed and you should run home and try to correct it all right all right first so the first point for 3a is that you really need to know your your ll grammar really well the third thing is you need to know mistakes you need to know something about your students first languages now you know I don't mean you need to be able to speak French or Spanish or German whatever but again you need you can't move your students from point A to point Z if you can't if you can't recognize point a so when a student makes a certain kind of mistake you need to know that whether this was just a fluke or if this is something that's pretty systematic coming from that person's first language so some examples there Spanish in French I have hungry and you know I hear teachers who aren't very familiar with grammar and say I don't know why they keep making that mistake will actually be paid attention it's very systematic ie there's a grammar to it and there's a reason you're doing that or an example from Arabic or Farsi mr. Richards is a man that I told you about him yesterday and you'll see that that's actually a very systematic error and the third thing for maybe Chinese Japanese using the double connectives there because Jose is from Mexico so he speaks Spanish and you'll see some of your students are doing this and some of your students aren't doing this if you're teaching as I am in a program where we have different languages in the class and it's not that these people got it better than those people these people don't have a first language where that they're going to translate that mistake into English you need to know that some of the best advice I know the United States a lot of times I'm working with College of edie sorry I'm College of Ed College of Ed people where it's we don't want to offend anybody we don't want to tell any of our pre-service teachers that you have to know something you know you are accountable for this information and yes you control whether you learn it or not I run into this a lot where people don't want to tell teachers that about the knowledge they might need and I remember I had a professor way back when dr. Fran Takeo and somebody said what if I don't know anything about these lang and his answer was then you shouldn't have the chalk in your hand and be at the blackboard you're not qualified to do this now not knowing one thing and saying it's not important is one thing but not you know if you don't know something then try to find out some of these errors and there are lots of good books I think of learner English Michael Swan where you actually have comparisons of different first languages with English on different grammar points you don't need to know 50 million grammar points and how they're handled the three that I've given you right here these are actually pretty common mistakes all right and then the third thing I wanted to say there is that you actually need to know multiple ways of teaching grammar so a lot of times I've taught it I've talked to past perfect and nobody got it well you probably want the weren't the first person who taught past perfect to them so did you run to the blackboard and put a diagram on the board and then stand away and on and say here it is I've now presented past perfect you need to know multiple ways of introducing this material so things like problem-solving drills drills are good it always amazes me when I teach a methods course and I'll ask what do you know about drills and then there's silence and somebody will say well they're not good yes because dr. so-and-so told us and dr. so-and-so hasn't taught a real language person in twenty years there's nothing wrong with the drill it's maybe the fact that you you're listening to a mistake or a pronunciation problem your ability to go outside of that and do a drill really quickly first of all implies that you know the grammar issue you can't do a drill if you don't know the grammar behind it and then also you have to have had practice in doing drills but other things there pair work games explaining grammar step by step and the last thing is not depending on your book too many teachers I think rely on the book well it wasn't in the chapter so I didn't mention it or or I spent a whole week on past perfect because they had 23 pages in that chapter don't let the book run the show you are the teacher your grammar book is a tool and on that note I will pass it over to Michael thank you you you I'm looking back over the very many years that I've been in this business and the one thing I really feel able to say is that there are three golden rules for successful language teaching unfortunately nobody knows what they are when I was a when as a young teacher with strong opinions and lots of hair I mean I did think I knew this but age brings confusion there's a wonderful polish poet Viswa by Shin Bosco a very wise woman now in her 80s and she wrote in a recent poem I'm no longer sure that what's important is more important than what's not it's about how I feel but there are half a dozen things that I do feel quite strongly about still and I'm going to say what they are first of all I think we have two important sources of enlightenment in our profession one is academic research and the theorizing that goes with it the other is the accumulated knowledge experience wisdom of the teaching profession language teaching profession both of these are important sources of enlightenment neither of them is totally reliable but they both need to be paid careful attention to and the overwhelming message from both sides is that grammar teaching does make a difference we can be pretty sure of that grammar is just the different kinds of patterning that go on in language that language users to get some meanings across um it's harder to spot patterns than to spot the words themselves and one some may need help or learner may need help to see what they are take German if you've tried to learn German especially if you've tried to learn German just from simple exposure there's a problem with where the verb goes in German the verbs all over the place and it can take a long time to get a sense of where to put it but actually if somebody points out the pattern very very easy the verb comes second at all I can come after the subject John saw Mary yesterday or it can come after an adverb yesterday saw John Mary or it can come after the object Mary saw John yesterday it just comes second except in subordinate clauses where it comes at the end that's all and if somebody explains that to you it saves an awful lot of time the second example um somebody writing about this recently was talking about her experience learning Spanish she said on a personal note I'm trying to learn Spanish I've done it in a hit-or-miss way but I've listened to hundreds of hours of Spanish on radio and CDs for three years yet I couldn't grasp how the comparative and superlative were formed finally I looked it up in quick fix Spanish grammar I now have the pattern it'll take practice to use it correctly but now I know the pattern and I think people who advocate zero grammar are denying students the right to this kind of information which will help them I don't think they should do that sure it's important not to do too much grammar grammar can fill the horizon but to react against that to go to the other extreme I think is just a counterproductive and I don't haven't got much patience with that attitude and don't need to teach grammar because it comes from comprehensible input well some of it does and some of it doesn't and anybody who thinks that complete accuracy comes from comprehensible input can't have met many immigrants they certainly never met my brother-in-law Johnny Burke shook i guess using the term comprehensible input from my sister's discourse is stretching it a bit okay nonetheless my Johnny's spent all his life exposed to English and his English is diabolical I feel strongly that evidence is important you can't prove your point just by saying it in a loud voice a lot of people do evidence matters and we have increasingly good evidence that's teaching some grammar helps learners and I say some grammar because I think we can confuse ourselves seriously by over generalizing the philosopher Bishop Berkeley said we first raise a dust and then complain we cannot see I think we tend to do that general statements about whether you should teach grammar or shouldn't teach grammar or how you should teach grammar don't I think work very well grammar is a lot of different things these things are loanable or not learn about in different ways learners are they in very different situations three hours English a week or 12 hours exposure a day learners come at different levels with different other tones different language learning purposes how can you possibly generalize to the extent of laying down simple presets about whether or how to teach grammar we should be asking I think how should we teach this point to this person with this mother tongue in this situation and if so how should we teach that particular point under those circumstances one moment when I sawed up my bits of paper I think one extremely important thing therefore in our business is prioritization we can't teach all the grammar there is our business is to pick out what our students need most and can learn and teach that and that's going to depend very much upon among other things the learners mother tongue we don't set out to teach the grammatical system of a language we set out to teach the parts of the system that the learners have trouble with and need so it's quite bitty and finally um it's extremely important I think to be realistic language teaching revolutions tend to happen because people are dissatisfied with the results that they're getting they say oh do you know where we're teaching all this grammar and they aren't learning very well so we'll better have a language teaching revolution and stop teaching grammar or something else pendulum swings backwards and forwards because of this dissatisfaction with what's going on well we're going to go on being dissatisfied languages are too hard for most people to learn in real time there are one or two people in a thousand who as adults can learn a foreign language perfectly so as to pass for a native speaker those people deserve all of our admiration and I hate them the rest aren't going to do it nor our students so I think I'm going to stay clear of rejecting what we're doing because it's not getting perfect results for me the typical sound of a language teaching revolution is a scream a splash and a thud as the baby gets thrown out with the bathwater change development is good but throwing out everything you've done because you're not getting perfection isn't good I like that quote that I think was first and made by Winnicott and picked up Bettelheim about parenting saying that children don't need perfect parents to grow up properly they need good enough parents move and same with teaching we need good enough results from good enough methods not perfection thank you

18 thoughts on “Teaching Grammar in Today's Classroom—Part 1”

  1. Hello, my friend ! I would like to give u m'y way of presenting grammar lessons and i would be so thankful if u givee me ur feedback . NB i use thé inductive méthode

    Well , 1st i interact with m'y kids through questions in a context (communicatively ) ,then i write 3_4 sentences on thé board which thé target language is mentioned then ask them to repeat chorly .NB i write all the sentences with one colour , i.e i dont write the target lge with diferent colour , then i move directely to thé tasks i ask them to do tasks 1st one :task based form and 2nd one : meaning based form. Then , i ask them to state thé rule by themeselves after doing thé tasks by themselves of course then i ask them to write sentences communicative task this is thé last one . this is a ppu méthode what do y think?

  2. I'm a huge fan of Betty Azar. I teach grammar mostly with you blue book. I've been an English tutor to non-native students in China and then Vietnam, mainly focusing on academic field from G6 to G12 which means I have taught from language arts to IB English language and literature. In Asia, there are-mostly-two types of international schools: British and American. British schools have their own teaching system such as SPAG, IGCSE and IB. However, the American ones unfortunately don't seem to have a firm, expectable and comprehensible teaching system; they depend on too much on the capability of the teacher! Non native speakers have few idea about (perfect) (academic) English. So, when the English teacher doesn't value grammar, the students ignore grammar. However, when they get G10 or G11, they are stunned and devastated by the sudden grammar check! As an English tutor and the one who holds MA in ELT, the frequent situation upsets me.

  3. 1) Looks to me these panelists do not understand the Natural approach very well. They are determined to make fun of it. 2) they are "material writers" and hence they have to sell their belief. I can give lots of examples where less grammar (not grammar less) teaching had lot more benefits than grammar based teaching. From my experience I agree grammar can be taught in a better way than teaching the rules the way these panelists are advising.

  4. A bit disappointing. To listen to such a knowledgeable lady and have this awful video is not professional at all. It is very distracting. It would have been better to have a PODCAST and no video. Very poor quality.

  5. It is a very reflective talk to consider when teaching grammar with a communicative teaching!!! thanks for this upload

  6. Awesome! Now I know that I've done something right for my students. I had been confused about grammar teaching when they said that I shouldn't teach grammar since it was sId to be complicated and wasting time. One thing for sure is that I must change the method to be more creative and interesting. Thanks for sharing that wonderful ideas.

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