Naves2010Larsen Freeman1997GrammarTeachingES

Naves (2010) on Larsen-Freeman (1997)
Grammar and Its Teaching: Challenging the Myths

Naves (2010) sobre Larsen-Freeman (1997)
La gramática y su enseñanza: cuestionando los mitos
I. Initial Evaluation Questionnaire on the learning and teaching of grammar based on

Larsen-Freeman (1997).
I. Cuestionario de evaluación inicial sobre el aprendizaje y enseñanza de la gramática
basado en Larsen-Freeman (1997).
Decide the extent to which you agree with each of the statements. Please, justify your
answer.
Determine en qué medida está o no de acuerdo con cada una de las siguientes
afirmaciones. Justifique su respuesta, por favor.
1. Grammar is acquired naturally; it need not be taught. Larsen-Freeman’s (1997)

answer1
 I strongly agree  I agree in most cases  I agree in some cases  I agree in very few cases  I strongly disagree  I don’t know.
1. La gramática se aprende de forma natural (espontánea). No hace falta que se

enseñe.
 Completamente de acuerdo  De acuerdo en la mayoría de los casos  De acuerdo en algunos casos
 De acuerdo en muy pocos casos.  Estoy en completo desacuerdo  No lo sé.
Justify your answer. Justifique su respuesta
2. Grammar is a collection of meaningless forms. Larsen-Freeman’s (1997) answer 2

2. La gramática es una compilación de estructuras sin sentido.

3. Grammar consists of arbitrary rules. Larsen-Freeman’s (1997) answer 3

3. La gramática consiste en un conjunto de reglas arbitrarias

Original Sources:
Larsen-Freeman, D. (1997) Grammar and Its Teaching: Challenging the Myths.
CAL Digest. Available from http://www.cal.org/resources/digest/larsen01.html &
Larsen-Freeman, D. (1995). On the Teaching and Learning of Grammar: Challenging the
Myths. In Eckman, F.; Hyland, D.; Lee, P.; Milehan, J. & Weber, R. (Eds) Second
Language Acquisition Theory and Pedagogy. Mahwah. Erlbaum. 131-146.
4. Grammar is boring. Larsen-Freeman’s (1997) answer 4

4. La gramática es aburrida
5. Students have different learning styles. Not all students can learn grammar.
Larsen-Freeman’s (1997) answer 5
5. Los estudiantes tienen diferentes estilos cognitivos/ de aprendizaje. No todos los

alumnos aprenden (lit:pueden aprender) gramática.
6. Grammar structures are learned one at a time. Larsen-Freeman’s (1997) answer 6

6. Las estructuras gramaticales se aprenden una después de otra.

7. Grammar has to do only with sentence-level and subsentence-level phenomena.

 I strongly agree  I agree in most cases  I agree in some cases  I agree in very few cases  I strongly disagree  I don’t know
7. La gramática tiene que ver solamente con los fenómenos a nivel de la oración o
por debajo de la misma.
Original Sources:
8. Grammar and vocabulary are areas of knowledge. Reading, writing, speaking, and
listening are the four skills. Larsen-Freeman’s (1997) answer 8
8. La gramática y el vocabulario son áreas de conocimiento. Leer, escribir, hablar y

escuchar son las cuatro habilidades / destrezas.
9. Grammars provide the rules/explanations for all the structures in a language.

9. La gramática nos da las reglas y explicaciones para todas las estructuras de una
lengua
10. "I don't know enough to teach grammar." Larsen-Freeman’s (1997) answer 10
10. No sé bastante para enseñar gramática.

Original Sources:
II. What does SLA has to say about the learning and teaching of grammar?
II.¿Qué nos dice el campo de ASL sobre la enseñanza y el aprendizaje de la gramática?
1. Is it is possible to accelerate students' natural learning of grammar through

instruction? Larsen-Freeman’s (1997) answer 11
¿Es posible a través de las clases, acelerar el proceso natural de aprendizaje
de gramática?
2. Can instruction help learners acquire grammar learners would not have
learned on their own? Larsen-Freeman’s (1997) answer 12
¿Pueden las clases ayudar a los alumnos a aprender/ adquirir elementos de
gramática que no hubiesen podido aprender por si mismos?
3. What sort of grammar practice is better according to SLA? Larsen-

Freeman’s (1997) answer 13
¿Qué tipo de actividades son mejores para aprender gramática según ASL?
Original Sources:
III. Books by Diane Larsen-Freeman available at the UB libraries www.bib.ub.edu

selected by T. Navés (June 2010)
1
2008
Complex systems and applied linguistics
Larsen-Freeman, Diane, 1946-
Oxford : Oxford University Press, 2008
Biblioteques: Campus Mundet
2 2003
Teaching language : from grammar to
grammaring
Boston : Thomson/Heinle, cop. 2003
3 2000 & 2006

Techniques and principles in language
teaching
Oxford [etc.] : Oxford University Press, 2000
2nd ed

4 1999
The Grammar book : an ESL/EFL teacher's
course
Celce-Murcia, Marianne, 1940-
Boston : Heinle & Heinle, cop. 1999
2nd ed
Biblioteques: Lletres
5 1994
Introducción al estudio de la adquisición de
segundas lenguas
Madrid : Gredos, cop. 1994
Biblioteques: Campus Mundet, Lletres
Original Sources:
6 1991
An Introduction to second language
acquisition research
London [etc.] : Longman, 1991
Naves (2010) Selection of Diane Larsen-Freeman’s References

available at the UB libraries www.bib.ub.edu
Larsen-Freeman, D. & Cameron, L. (Ed.). (2008). Complex systems and applied

linguistics. Oxford: Oxford University Press.
http://cataleg.ub.edu/record=b1833794~S1*cat Mundet 95 800.7 LAR 0701456992
Larsen-Freeman, D. (2000 & 2006). Techniques and principles in language teaching

(2nd ed.). Oxford etc.: Oxford University Press.
http://cataleg.ub.edu/record=b1453010~S1*cat Mundet p2 802.0(07) LAR 0701366782
Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring.

Boston: Thomson/Heinle. http://cataleg.ub.edu/record=b1712138~S1*cat p2 802.0(075)
LAR 0701288343
Larsen-Freeman, D., & Williams, H. A. (Eds.). (1999). The grammar book : An

ESL/EFL teacher's course (2nd ed.). Boston: Heinle & Heinle.
http://cataleg.ub.edu/record=b1719141~S1*cat Lletres R 802.0-5 Cel 0701285315
Larsen-Freeman, D. & Long, M. H. (Ed.). (1994). Introducción al estudio de la

adquisición de segundas lenguas. Madrid: Gredos.
http://cataleg.ub.edu/record=b1248618~S1*cat Mundet p2 800.7 LAR 0701028818 &
Lletres R 800.73 Lar 0700430709
Larsen-Freeman, D. (1995). On the Teaching and Learning of Grammar: Challenging

the Myths. In Eckman, F.; Hyland, D.; Lee, P.; Milehan, J. & Weber, R. (Eds)
Second Language Acquisition Theory and Pedagogy. Mahwah. Erlbaum. 131-146
http://cataleg.ub.edu/record=b1264896~S1*cat Mundet p2 800.7 SEC 0700437021 &
LletresR 800.7 Sec 0700718024
Larsen-Freeman, D. & Long, M. H. (Ed.). (1991). An Introduction to second language

acquisition research. Longman. http://cataleg.ub.edu/record=b1137423~S1*cat
Mundet p2 800.7 LAR 0700227263
Original Sources:
IV. Larsen-Freeman’s articles
Bailey, F., Hawkins, M., Irujo, S., Larsen-Freeman, D., Rintell, E., & Willett, J. (1998).
Language teacher educators collaborative conversations. TESOL Quarterly, 32(3), 536-46.
Beckner, C., Blythe, R., Bybee, J., Christiansen, M. H., Croft, W., Ellis, N. C., et al. (2009).
Language is a complex adaptive system: Position paper. Language Learning, 59, 1-26.
Ellis, N. C. (2009). Constructing a second language: Analyses and computational simulations of
the emergence of linguistic constructions from usage. Language Learning, 59, 90-125.
Larsen-Freeman, D., & Strom, V. (1977). The construction of a second language acquisition
index of development
Larsen-Freeman, D. (1976). Evidence of the need for a second language acquisition index of
development. Paper presented at the
Larsen-Freeman, D. (1976). An explanation for the morpheme acquisition order of second
language learners
Larsen-Freeman, D. (1978). Assessing proficiency through an analysis of L2 learner speech.
Paper presented at the
Larsen-Freeman, D. (1978). An ESL index of development
Larsen-Freeman, D. (1980). Discourse analysis in second language researchNewbury House
Publishers, Inc., Rowley, MA 01969 ($11.95).
Larsen-Freeman, D. (1991). Second language acquisition research: Staking out the territory.
TESOL Quarterly, 25(2), 315-50.
Larsen-Freeman, D. (1997). Chaos/Complexity science and second language acquisition.
Applied Linguistics, 18(2), 141-65.
Larsen-Freeman, D. (1997). Grammar and its teaching: Challenging the myths. ERIC digest
ERIC/CLL, 1118 22nd Street N.W., Washington, DC 20037. Retrieved from
http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?
accno=ED406829
Larsen-Freeman, D. (1998). On the scope of second language acquisition research: "the learner
variety" perspective and beyond--A response to klein. Language Learning, 48(4), 551-56.
Larsen-Freeman, D. (2000). Grammar: Rules and reasons working together. ESL Magazine,
3(1), 10-12.
Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral
and written production of five chinese learners of english. Applied Linguistics, 27(4), 590-
619.
Larsen-Freeman, D. (2007). Reflecting on the cognitive-social debate in second language
acquisition. Modern Language Journal, 91(5), 773-787.
Larsen-Freeman, D. (2010). Not so fast: A discussion of L2 morpheme processing and
acquisition. Language Learning, 60(1), 221-230.
Larsen-Freeman, D., & Cameron, L. (2008). Research methodology on language development
from a complex systems perspective. Modern Language Journal, 92(2), 200-213.
Larsen-Freeman, D., Kuehn, T., & Haccius, M. (2002). Helping students make appropriate
english verb tense-aspect choices. TESOL Journal, 11(4), 3-9.
Larsen-Freeman, D., & Strom, V. (1977). The construction of a second language acquisition
index of development. Paper presented at the
Original Sources:
Perkins, K., & Larsen-Freeman, D. (1975). The effect of formal language instruction on the
order of morpheme acquisition
Original Sources:
V. Answers adapted from Larsen-Freeman (1997)

V. Respuestas basadas en Larsen-Freeman (1997)
Original Sources:
1
Grammar is acquired naturally; it need not be taught.

It is true that some learners acquire second language grammar naturally without instruction. For
example, there are immigrants to the United States who acquire proficiency in English on their own.
This is especially true of young immigrants. However, this is not true for all learners. Among the
same immigrant groups are learners who may achieve a degree of proficiency, but whose English is far
from accurate. (Larsen-Freeman, 1997)
2
Grammar is a collection of meaningless forms.
This myth may have arisen because many people associate the term grammar with verb paradigms and
rules about linguistic form. However, grammar is not unidimensional and not meaningless; it
embodies the three dimensions of morphosyntax (form), semantics (meaning), and pragmatics
(use). (Larsen-Freeman, 1997)
3
Grammar consists of arbitrary rules.
While there is some synchronic arbitrariness to grammar, not all of what is deemed arbitrary is so. If
one adopts a broad enough perspective, it is possible to see why things are the way they are. (Larsen-
Freeman, 1997)
4
Grammar is boring.
This myth is derived from the impression that grammar can only be taught through repetition and other
rote drills. Teaching grammar does not mean asking students to repeat models in a mindless way,
and it does not mean memorizing rules. Such activities can be boring and do not necessarily teach
grammar. This does not mean there is no place for drills, but drills should be used in a meaningful and
purposeful way.(…) Teaching grammar in a way that engages students may require creativity, but
the teaching need not and should not be boring. (Larsen-Freeman, 1997)
5
Students have different learning styles. Not all students can learn grammar
Research shows that some people have a more analytical learning style than others. According to Hatch
(1974), some learners approach the language learning task as "rule formers." (…) Others are what
Hatch calls "data gatherers," fluent but inaccurate producers of the target language. This observation by
itself does not address whether or not all students can learn grammar. While it may be true that
learners approach language learning differently, there has been no research to show that some
students are incapable of learning grammar. (…) It is clear that all students can learn grammar as is
evident from their mastery of their first language…(Larsen-Freeman, 1997)
6
Grammar structures are learned one at a time
This myth is demonstrably untrue. Teachers may teach one grammar structure at a time, and
students may focus on one at a time, but students do not master one at a time before going on to
learn another. There is a constant interaction between new interlanguage forms and old. Students may
give the appearance of having learned the present tense, for example, but when the present progressive
is introduced, often their mastery vanishes and their performance declines. This backsliding continues
until the grammar they have internalized is restructured to reflect the distinct uses of the two tenses. We
know that the learning curve for grammatical structures is not a smoothly ascending linear one, but
rather is characterized by peaks and valleys, backslidings and restructurings. (Larsen-Freeman, 1997)
7
Grammar has to do only with sentence-level and subsentence-level phenomena.
Grammar does operate at the sentence level and governs the syntax or word orders that are
permissible in the language. It also works at the subsentence level to govern such things as number and
person agreement between subject and verb in a sentence. However, grammar rules also apply at the
suprasentential or discourse level.(…) It would be a mistake to teach students grammar only at the
sentence and subsentence levels… (Larsen-Freeman, 1997)
8
Grammar and vocabulary are areas of knowledge. Reading, writing, speaking, and listening are
the four skills.
...Language teachers would not be content if their students could recite all the rules of grammar but not
be able to apply them. The goal is for students to be able to use grammar in an unselfconscious fashion
to achieve their communicative ends. As with any skill, achieving this goal takes practice. (Larsen-
Freeman, 1997)
9
Grammars provide the rules/explanations for all the structures in a language
Explaining why things are the way they are is an ongoing quest. Because languages evolve, linguists'
descriptions can never be complete for all time; they have to accommodate the changing nature of
language. (…) The point is, languages change, and any textbook rule should be seen as subject to
change and non-categorical. Just as grammar learning is a process--witness the persistent instability of
inter-languages--so is grammar itself. There is little static about either. (Larsen-Freeman, 1997)
10
"I don't know enough to teach grammar."
...While it is true that teachers can only teach what they know, teachers (…) often know more than they
think they do. (…) After all, what better way to learn something than to teach it? (Larsen-Freeman,
1997)
11
Is it is possible to accelerate students' natural learning of grammar through instruction?
It is also true that learning particular grammatical distinctions requires a great deal of time even for the
most skilled learners. Carol Chomsky (1969) showed that native English speakers were still in the
process of acquiring certain grammatical structures in English well into adolescence. Thus,
another important question is whether it is possible to accelerate students' natural learning of grammar
through instruction. Research findings can be brought to bear on this question from a variety of sources
(see Larsen-Freeman & Long, 1991). Pienemann (1984) demonstrated that subjects who received
grammar instruction progressed to the next stage after a two-week period, a passage normally
taking several months in untutored development. While the number of subjects studied was
admittedly small, the finding, if corroborated, provides evidence of the efficacy of teaching over
leaving acquisition to run its natural course. (Larsen-Freeman, 1997)
12
Can instruction help learners acquire grammar learners would not have learned on their own?
Some research, although not unequivocal, points to the value of form-focused instruction to
improve learners' accuracy over what normally transpires when there is no focus on form (see Larsen-
Freeman, 1995). (Larsen-Freeman, 1997)
13
What sort of grammar practice is better according to SLA?
Ellis (1993) postulates that structural syllabi work better to facilitate intake than to teach
learners to produce grammatical items correctly. He suggests that grammar teaching should focus
on consciousness raising rather than on the practice of accurate production. In support of this assertion
is VanPatten and Cardierno's (1993) finding that students' experience with processing input data
is more effective than giving students a grammatical explanation followed by output practice.
References cited by Larsen-Freeman (1997)
Chomsky, C. (1969). Linguistics and philosophy. In S. Hook (Ed.), Language and philosophy. New
York: New York University Press.
Ellis, R. (1993). The structural syllabus and second language acquisition. TESOL Quarterly, 27, 91-
113.
Hatch, E. (1974). Second language learning-universals? Working Papers on Bilingualism, 3, 1-17.
Larsen-Freeman, D., & Long, M. (1991). An introduction to second language acquisition and
research. London: Longman.
Larsen-Freeman, D. (1995). On the teaching and learning of grammar: Challenging the myths. In F.
Eckman et al. (Eds.), Second language acquisition theory and pedagogy. Mahwah, NJ: Lawrence
Erlbaum.
Pienemann, M. (1984). Psychological constraints on the teachability of languages. Studies in Second
Language Acquisition, 6, 186-214.
VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second
Language Acquisition, 15, 225-44.

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Naves (2010) on Larsen-Freeman (1997)

Grammar and Its Teaching: Challenging the Myths

I. Initial Evaluation Questionnaire on the learning and teaching of grammar based on

1. Grammar is acquired naturally; it need not be taught. Larsen-Freeman’s (1997)

1. La gramática se aprende de forma natural (espontánea). No hace falta que se

Justify your answer. Justifique su respuesta

2. Grammar is a collection of meaningless forms. Larsen-Freeman’s (1997) answer 2

2. La gramática es una compilación de estructuras sin sentido.

Justify your answer. Justifique su respuesta

3. Grammar consists of arbitrary rules. Larsen-Freeman’s (1997) answer 3

3. La gramática consiste en un conjunto de reglas arbitrarias

Justify your answer. Justifique su respuesta

4. Grammar is boring. Larsen-Freeman’s (1997) answer 4

Justify your answer. Justifique su respuesta

5. Los estudiantes tienen diferentes estilos cognitivos/ de aprendizaje. No todos los

Justify your answer. Justifique su respuesta

6. Grammar structures are learned one at a time. Larsen-Freeman’s (1997) answer 6

6. Las estructuras gramaticales se aprenden una después de otra.

Justify your answer. Justifique su respuesta

7. Grammar has to do only with sentence-level and subsentence-level phenomena.

Justify your answer. Justifique su respuesta

8. La gramática y el vocabulario son áreas de conocimiento. Leer, escribir, hablar y

Justify your answer. Justifique su respuesta

9. Grammars provide the rules/explanations for all the structures in a language.

Justify your answer. Justifique su respuesta

10. No sé bastante para enseñar gramática.

Justify your answer. Justifique su respuesta

1. Is it is possible to accelerate students' natural learning of grammar through

3. What sort of grammar practice is better according to SLA? Larsen-

III. Books by Diane Larsen-Freeman available at the UB libraries www.bib.ub.edu

Biblioteques: Campus Mundet

Biblioteques: Campus Mundet

3 2000 & 2006

Biblioteques: Campus Mundet

Biblioteques: Campus Mundet, Lletres

Biblioteques: Campus Mundet

Naves (2010) Selection of Diane Larsen-Freeman’s References

Larsen-Freeman, D. & Cameron, L. (Ed.). (2008). Complex systems and applied

Larsen-Freeman, D. (2000 & 2006). Techniques and principles in language teaching

Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring.

Larsen-Freeman, D., & Williams, H. A. (Eds.). (1999). The grammar book : An

Larsen-Freeman, D. & Long, M. H. (Ed.). (1994). Introducción al estudio de la

Larsen-Freeman, D. (1995). On the Teaching and Learning of Grammar: Challenging

Larsen-Freeman, D. & Long, M. H. (Ed.). (1991). An Introduction to second language

IV. Larsen-Freeman’s articles

V. Answers adapted from Larsen-Freeman (1997)

Grammar is acquired naturally; it need not be taught.

References cited by Larsen-Freeman (1997)

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