Section 21.1 Why Teach Grammar?
The question sounds almost absurd—of course you teach grammar. But the history of language education includes serious, sustained arguments on both sides. In the mid-twentieth century, some researchers concluded that explicit grammar instruction had no measurable effect on language acquisition and that students would do better with more time reading and writing. Others argued that grammar knowledge is foundational to everything else. Today the consensus is more nuanced: grammar instruction matters, but its effects depend heavily on what is being taught, to whom, and how.
Grammar instruction has been debated for centuries. Understanding the purposes of grammar teaching helps us teach it effectively.
Grammar for L1 Speakers.
Native speakers already have implicit knowledge of grammar—they know intuitively what’s grammatical. L1 grammar instruction aims to:
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Develop metalinguistic awareness: Conscious knowledge about language structure
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Expand repertoire: Exposing students to structures they may not use
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Improve writing: Moving from speech patterns to written conventions
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Teach editing skills: Recognizing and revising errors
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Build analytical skills: Using grammar as a tool for analysis
Grammar for L2 Learners.
L2 learners are still developing their English. Grammar instruction aims to:
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Accelerate acquisition: Drawing attention to forms learners might not notice
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Increase accuracy: Helping learners produce correct structures
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Build explicit knowledge: Providing rules that can support performance
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Develop monitoring skills: Teaching learners to check their own output
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Raise awareness: Showing how English differs from the learner’s L1
