Section 21.9 Homework: Teaching Grammar
Part A: Analyzing Your Own Grammar Learning.
Question 1. Think back to your own experience learning grammar—whether in English class, learning a second language, or through informal instruction from family or teachers. Describe two specific grammar lessons or corrections you remember. For each:
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What were you taught (or corrected on)?
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Was the instruction effective? Did it "stick"?
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Looking back, was this a prescriptive rule, a descriptive pattern, or something else?
Experience 1:
Experience 2:
Question 2. The chapter distinguishes between explicit knowledge (conscious rules you can state) and implicit knowledge (unconscious patterns you use automatically). Think about your own language use:
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Name one grammar pattern you can state as a rule and apply consciously.
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Name one grammar pattern you use automatically without being able to explain the rule.
What does this tell you about the relationship between knowing a rule and using language correctly?
Part B: L1 vs. L2 Instruction.
Question 3. The chapter explains that L1 (native speaker) grammar instruction and L2 (language learner) grammar instruction have different goals. In your own words, explain why these goals differ. What does a native English speaker already know that a language learner doesn’t? (1 paragraph)
Question 4. Consider the sentence: "Me and him went to the store."
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If a native English speaker produces this sentence, what kind of instruction might be appropriate?
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If an L2 learner produces this sentence, what different considerations would a teacher need to think about?
Explain the difference in 1–2 paragraphs.
Part C: Error Analysis.
Question 5. The following are common errors made by English language learners. For each one:
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Identify the likely cause (e.g., L1 transfer, overgeneralization, incomplete acquisition)
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Suggest what a teacher might do to address it
a) She goed to the store yesterday.
Likely cause:
Teaching approach:
b) I have seen him yesterday.
Likely cause:
Teaching approach:
c) She is teacher in my school.
Likely cause:
Teaching approach:
d) Where you are going?
Likely cause:
Teaching approach:
Part D: Reflection on Teaching and Learning.
Question 6. Think about a specific grammar concept that you once found confusing but now understand (this could be from English class, a foreign language class, or self-study). Describe:
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What was the concept?
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What helped you finally understand it?
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What approaches didn’t work for you?
Question 7. The chapter discusses different approaches to error correction, from explicit correction ("No, say it this way") to indirect feedback (recasting, clarification requests). Think about corrections you’ve received on your own writing or speaking:
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What type of feedback has been most helpful to you?
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What type of feedback has felt discouraging or unhelpful?
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Based on your own experience, what principles would you follow if you were helping someone else improve their grammar?
Question 8. (Optional—for students interested in teaching) If you were designing a grammar lesson for either native speakers or language learners, what principles from this chapter would guide your approach? What would you do differently from how you were taught? (1–2 paragraphs)
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L1 instruction develops metalinguistic awareness and writing skills in native speakers.
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L2 instruction supports acquisition and accuracy for learners of English as an additional language.
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Explicit knowledge can help learners notice forms and monitor output.
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Deductive teaching (rule → practice) is efficient; inductive teaching (examples → rule) engages discovery.
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Error correction should be strategic, considering context and learner needs.
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L2 challenges often reflect L1 transfer; teachers should anticipate common issues.
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Effective grammar activities are meaningful, contextualized, and appropriately challenging.
