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What a teacher needs to kiiow to teach gramman

1.    pat tern and form ( e.g. have, past participle)

2.    lexical restrictions ( since/for)

3.    concept/function or meaning ( experiences) when we use it

4.    common problems (confusion with sentences)

ĄUDIOMNGUĄJL METIIOP

Not many stmctnres but lots of model sentences were presented to greatest benefit of yoiuiger rather than adult leamers. Tliis method used repetition and pattem drilling

CQ-^r_RA.STIXE-ĄNAL\_S3iSjr_H.EP_R,y

Potential problem areas can be predicted by analysing differences between grammars which need to be studied and compared in order to improve language teaching

COGNmVE APP.RpAC li/TIIEOR1ES

This approach advocates cognitive i.e. consdous awareness of the structure of the target language. The consdous study of grammatical rules will ensure practical command of the language in question. It is better to teach rules than structures.

CPMMUWICATIYE LANOUAOETEACMNO

CLT suggests that gran miar is one element language speakers use to express meanings and it should taught meaningfully rather than tlirough repetition and meaningless drills. Items should be taught in context and the hole context has to be presented.

SECOND LANGUAGE ACOU1S1TUION THEORY

Both adults and children can acquire foreign language rules unconsdously from input if the conditions of learning are right, that is if the input is at the riglit level and if it is comprehensible, if there is an empliasis on meaning, if tlie environment is anxiety-free and if the learner is allowed a "sileni period” - they will speak when ready, after enough input.