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11.2.2. Can grammar be taught?

Many researchers have studied the role of grammar and methods of teaching it. Nunan has observed the following “traditionally, the language classroom was a plące where learners received systematic instruction in the grammar, vocabulary and pronunciation of the language, and were provided with opportunities for practisińg the new features of the language as these were introduced. Methodology training focused on the most effective ways for teachers to present and provide practice in the target grammar” (1991: 143-144). Grammar has not been paid equal attention to in all periods of language teaching history and it did not- always hołd the predominating role throughout (based on Nunan 1991, McArthur, ed. 1992).

11.2.2.1. Audio-lingual method

It was believed that grammar is vitally important and vocabulary will come later, grammar structures can and must be taught, for L2 grammar must ‘replace’ LI grammar which was to be achieved by repetition and drillifig. It had at its basis the fundamental idea of replacement, habit formations, repetitions, drills. Not many structures but lots of model sentences were presented to greatest benefit of younger rather than adult learners. Pattern practice drills were to automate classroom activity, such drills aimed at extending the learner’s skills by means of repetition of certain types of sentences and phrases directed at bringing about systematic changes in learners.

11.2.2.2. Contrastiye analysis theory

As the name of the theory clearly suggests, it is believed that there are differences between languages which can cause problems. Potential problem areas can therefore be predicted by analysing differences between grammars which need to be studied and compared especially in order to improve language teaching. The theory was proposed “as a means of identifying areas of difficulty for language learners that could then be managed with suitable exercises” (McArthur, 1992:261). It must be noted here that if too much time is devoted to describing LI and comparing it to L2, it could become complicated and not sufficient, successful or worth the trouble. LI can have a positive, facilitative effect on L2 teaching on condition that there is one-to-one correspondence between languages in question.

11.2.2.3. Cognitive approach / theories

The cognitive codę approach was a reaction to oversimplified ideas of habit formation and both a form of rejection of behaviourism and the audio-visual method. This approach advocates cognitive i.e. conscious “awareness of the structure of the target language” (McArthur, 1992:583). It is additionally believed that the conscious study of grammatical rules will ensure practical command of the language in ąuestion. What these assumptions are supposed to signify is that humans can understand abstract ideas and are capable of both understanding abstract rules and of formulating rules from data. It was therefore considered morę efficient to teach a finite, limited set of rules than to teach a potentially infinite set of structures. Most of the findings came from the research into first language acąuisition and the discovery that children do not mimie or copy adults, but construct their own rules for the mother tongue. Children leam rules not sentences and so they produce their own unique utterances instead of mimicking the speech of adults. When children leam their native language they leam certain chunks without understanding their meaning, when they want to be meaningful they use their own grammar - it is therefore better to teach mles than structures.

It is, however, highly troublesome and difficult to formulate mles covering all language data which would be accurate, all-inclusive and easy to leam.

11.2.2.4. Communicative Language Teaching

The communicative approach does not propose one definitive method for teaching grammar. CLT suggests that grammar is one element language speakers use to express meanings and it should be