It was such a pleasure to meet so many teachers from all over the world in my recent webinar ‘Teaching Grammar: Classroom choices’. If you missed the webinar, you can watch the recording here in our webinar library.
The webinar gave us the opportunity to look at some of the choices we make as teachers when planning and delivering our grammar lessons, and it was very interesting to hear your experiences and ideas.
Of course, along with sharing your experiences and ideas, there were also plenty of interesting questions, many of which
we didn’t have the time to answer. This blog post is here to try and answer some of those.
Is it OK to use L1 to teach grammar?
Firstly, I think it is important to remember that for many teachers this is not an option. Perhaps you don’t speak your students’ first language, or you teach in a multilingual classroom where there isn’t a common first language. Maybe you work in a school where there is an ‘English only’ policy, and you are not allowed to use L1. In these situations, the teacher has no choice but to use English to give instructions, explain language and check new concepts, and this is done successfully, even if it sometimes might take longer than expected.
But for those of you that do have the option to use L1, is it OK to do so? In my opinion, even if you are teaching in a monolingual classroom where you do share a common language with your students, it is best to use English as much as possible. You are the students model for English, and exposing them to as much English as you can will only benefit them. However, this does not mean that using L1 can’t be beneficial for the students.
If I am teaching in a monolingual classroom I do not ban my students from using L1. In fact, it can be a useful teaching tool for checking meaning and understanding, and quickly overcoming confusion. For example, in a monolingual classroom I often encourage my students to discuss pair work activities in their L1. This allows me to monitor and check their understanding of the language point easily. Another way in which L1 can be useful for grammar teaching is through quick translations. Let’s say that we have been teaching ‘used to’. Asking students to quickly translate a sentence can be a very efficient way to check that they have understood my explanations.
When is the best moment to correct new grammar and how can we help students to correct their own grammar mistakes?
When deciding when and how to correct your students’ mistakes it is important to think about the purpose of the activity that the students are completing: are you expecting accuracy or fluency? If the focus is on accuracy, then it is important to address any mistakes at the time, while mistakes that are made during fluency-based activities can be noted down and corrected later, perhaps in the last five minutes of the lesson, or the next time you see the students.
When it comes to self-correction, remember that in order to correct themselves students need to know the correct answer. Self-correction requires a deep awareness of the language point, so before you try to encourage it you need to be sure that they will be able to do so. The best way to encourage self-correction is to highlight that an error has been made, and give your students time to think about it.
Firstly, we need the student to notice the mistake. This can be done in a number of ways, for example gestures, facial expression, or a question such as “I’m sorry?” or “What was that?” If the student is confident with the grammar point, then they may well be able to self-correct immediately. However, most students will need a little more support to self-correct. This can be done by reminding them of the rules, by saying something like: “remember, regular verbs need an ‘–ed’ ending in the past tense”, or “which tense do we use when we are talking about something that happened yesterday?” By prompting our students in this way, we are helping them to remember what they have learned, and giving them the time to think about the answer.
What can we do if our students don’t see a point in learning grammar?
While there are many students who are motivated and interested by learning grammar rules, there are just as many who find spending time on language structures boring and would rather ‘just talk’. Whichever side of this your students fall on, I find that it is better to put the focus on the function of the language that you are teaching.
Thinking about the function of a language structure gives the students a valid reason to learn it. For example, if we tell our students that we are going to learn how to talk about our life experiences, they are likely to be more interested than if we say: “Today we are going to learn the present perfect”. Using too much technical language in the classroom can be scary and boring for our students, but the idea of getting a new ability in English, especially if it is relevant to their needs, should help them to understand the point of learning grammar.
Could you recommend any books for teaching grammar?
If you are looking for a great teacher reference book, then you can’t go wrong with Michael Swan’s ‘Practical English Usage’ (OUP). This was on my CELTA recommended reading list, and since then it has saved me on many occasions! The latest edition is also available online, which I am sure will help with any sticky situation in the classroom.
When it comes to teaching materials, for school-aged learners I really like Grammar for Schools (OUP) because it provides lots of communicative grammar practice. For older students I like ‘Language Practice’ by Michael Vince because I find it works well in the classroom and as a self-study guide.
Author
Charlotte Rance is a freelance teacher trainer and educational consultant based in Brighton, UK. She has been working in the English Language Teaching industry for over a decade, and her key areas of interest are young learners and the use of stories and reading as a tool for language learning. Her main goal as a trainer is to provide practical advice and strategies that teachers can implement in their lessons.
