Teaching grammar (Anisimova&Koshova)

Grammar can be viewed as a rational and dynamic system comprising structures characterized by three
dimensions of 1)form, 2)meaning and 3)use.

1. Form is understood as actual words/sounds a grammar item is made of: e.g. .Present Continuous =
to be‘+ full verb+ ing

Learners‘ attention needs to be focused not only on the forms of the language, but also on the meanings
these forms convey.

2. Meaning is the concept a grammar item expresses. e.g. Present Continuous expresses an action in
progress at the present moment.

3. Use is what the grammar item is used to do in a particular context; it is the way in which a speaker /
writer uses a particular language form to communicate in a particular situation for a particular purpose.
Rules of use refer to knowledge of when and with whom an item should be used, i.e. appropriacy.

The notions of 2) meaning and 3) use are composed into the concept of function

Function — is a communicative purpose of a structure on a particular occasion – what the speaker is

trying to do through language (e.g. inviting, suggesting, etc.)

Contextual information plays a key role in our interpretation of what a speaker means.

Active grammar minimum — contains some acquired grammar structures which are used to
express one's own thoughts and ideas in oral and written discourse.

Passive grammar minimum — includes those grammatical structures which help learners to
recept and comprehend thoughts and ideas of other people.

The deductive approach — is associated with classical Grammar Translation Approach when
learners are taught rules and given information about a language. The application of these rules in
language practice is the next step of learning language. Graphically it may be depicted in such a way:

from grammar RULES to —> language USE

• Is most useful for mature, well-motivated students with some knowledge of language, who are
anxious to understand the more complicated aspects of the grammatical system, how language works.
The inductive approach — is based on the idea that learners are not taught grammatical or
other types of rules directly but are left to discover or induce rules from their experience of using the
language. Firstly, learners are shown the functioning of a certain grammar structure in speech/text and
practise it, then comes the turn of analysis. Graphically it may be depicted in such a way:

from language USE to —> grammar RULES

• Is highly appropriate for young learners who have not yet developed fully their ability to think in
abstractions and who enjoy learning through active application; for students who can take time to
assimilate the language through use.

Another trend of grammar presentation is in creating the environment where a lot of language, known
and unknown, is met (mainly when doing speaking and listening tasks) and where students are helped
with new language only when they already have some awareness of it, and have curiosity or questions
about it.