Teaching Grammar as a Liberating Force

Autor/in	Cullen, Richard
Titel	Teaching Grammar as a Liberating Force
Quelle	In: ELT Journal, 62 (2008) 3, S.221-230 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccm042
Schlagwörter	Stellungnahme; Grammar; English (Second Language); Second Language Instruction; Teaching Methods; English Instruction + Suchen Sie Ihr Suchwort? Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English langauage lessons; Englischunterricht
Abstract	The idea of grammar as a "liberating force" comes from a paper by Henry Widdowson (1990) in which grammar is depicted as a resource which liberates the language user from an over-dependency on lexis and context for the expression of meaning. In this paper, I consider the implications for second language teaching of the notion of grammar as a liberating force, and identify three key design features which, I propose, need to be present in any grammar production task in which this notion is given prominence. These are: learner choice over which grammatical structures to use; a process of "grammaticization" where the learners apply grammar to lexis; and opportunities to make comparisons and notice gaps in their use of grammar. I then discuss, with practical examples, types of grammar task which exhibit these features. These tasks all derive from traditional ELT practice, but have been revitalized to support an approach to teaching grammar which emphasizes its liberating potential. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10