TEACHING GRAMMAR IN SECOND LANGUAGE CLASSROOM

            “GRAMMAR IS A BIG BONE OF A LANGUAGE”. The idiom was actually believed for decades before. For many years, language teaching was equated or emphasized with grammar teaching. It was convinced that language was mainly composed of grammar rules and by mastering or knowing these roles deeply and more the result is it will be easy to acquire a language. With the rise of Communicative Language Teaching (CLT) approaches in the 1970s that came from the rejection of Audiolingualism method in the previous era, the teaching of grammar was considered undesirable. Teachers were hypnotized and started to believe that grammar instruction was old-fashioned, uninteresting, and a kind of complementary stuff. Additionally, there are some researchers who claimed that teaching grammar had only a little impact on learners’ grammatical development and did not lead to the development of communicative competence; hence, it had to be eliminated from L2 classrooms (e.g., Krashen, 1981, 1985, 1993; Krashen & Terrell, 1983). Seeing this point of view, there should be some alternatives in teaching grammar in a proportional mien which is not reducing the sense of grammar itself. Therefore, I review these books to show up and describe the close relation between them on Teaching Grammar in Second Language Classroom.

            The first book that I have read ,which provides the alternatives, is a draw out book written by Hossein Nassaji and Sandra Fotos, entitled Teaching Grammar in Second Language Classrooms-Integrating Form-Focused Instruction in Communicative Context. This book is a kind of teaching grammar scientific book which intended for those who are interested in second language learning and the implications for second language teaching. It is particularly related to the teachers and teacher trainers who wish to explore the different ways in teaching grammar.  Hossein Nassaji is Professor of Applied Linguistics in the Department of Linguistics at the University of Victoria, Victoria, BC and currently the Department Chair. His teaching and research interests include second language acquisition, corrective feedback, form-focused instruction, task-based teaching, classroom discourse, and the application of sociocultural theories to second language research and pedagogy.

The materials of this book are clearly and well-explained because the writers separate them into sub topics that are actually contain of many relevant and valid data. There are some providing methods like input-based, output-based, and also context-based. Neomy Storch from The University of Melbourne, Australia, said that  “This comprehensive and up-to-date book addresses the contentious topic’’” of L2 grammar instruction. Unique in combining theory, research findings, and practical activities, it is written in a very accessible and reader-friendly style.” There is no doubt that this book is great and satisfying for those who had already became the reader. Regarding with Shawn Loewen from Michigan State University, USA, “……they also present classroom activities that are supported by the latest research in SLA. Given the controversy surrounding grammar instruction, this book will provide teachers with practical, research-based information, enabling them to make informed decisions regarding their own classroom practices.” Thus, I finally suggest this book and state it as a high recommended book for those who have the same interest in teaching grammar in second language classroom.

            The next book which supports my idea about teaching grammar in second language classroom is a written textbook by K. Lynn Savage with Gretchen Bitterlin and Donna Price, entitled Grammar Matters-Teaching Grammar in Adult ESL Programs. This book tends more on teaching grammar in Adult English Second Language Program. Lynn proposed in his book that ESL students in adult education classes are very diverse in age and educational background. They may be as young as 16 or as old as 90.  Yet, the one characteristic that all these students have in common is the need and desire to learn English. Lynn and friends stated a brilliant statement that the goal of this booklet is to help teachers develop and deliver grammar lessons that are effective and relevant with a range of students.

 There are some crucial chapters in this book which are provided to help the reader organize it. The first three chapters explore the role of grammar in adult ESL and stated an eclectic approach to teaching grammar, while chapters 4 to 6 describe three stages of a grammar lesson, with an emphasis on oral communication: presentation, guided practice, and communicative practice. The way the writers wrote and develop the major and minor details in this book was can be classify to high level class of writing. I again highly recommend this book as a reading material, handbook, or even an obligatory book.

In conclusion, the grammar itself could not be separated from teaching and learning matters. The teachers are the basic elements of teaching beside the method and students themselves. There should be a structural and relevant method to study grammar related to the environment where it is being taught, whether it is on second language or foreign language program. The two books above have a relation each other in building grammar teaching method in second language classroom through a really excellent writing technique. The writers can be categorized as master on their special skill; grammar. The skin and the presentation of the books are great where they are eye catching and easy to be understand. Talking about the weaknesses, I only briefly state that the scoop of the reader is a small less point. As these books were written for teachers and also trainers, hence they will be a little superfluous for the learners. Yet the learner can also read these to help their teacher organize the classroom.  As Rodriguez (2009, 4) concludes, “To help learners improve their grammatical accuracy, instructors should embed explicit focus on form within the context of meaningful learning activities and tasks that give learners ample opportunities for practice.”