Conceptual and Practical Understanding of Knowledge about Grammar and Grammar Teaching
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The paper attempts to review, analyze, and synthesize available pedagogical and research literatures on grammar instruction in ESL/EFL contexts, with its focus on knowledge about grammar (KAG) and knowledge about grammar teaching (KAGT). The paper first observes historical changes in the role and place of grammar instruction. It then reviews literature on the effectiveness of various types of grammar instruction as well as literature on the teacher and her grammar instruction in ESL/EFL contexts. The paper finally attempts to construct a knowledge base of grammar instruction on the basis of the reviews, and discusses possible implications the knowledge base has for grammar instruction in ESL/EFL contexts. The paper concludes that a knowledge base of grammar instruction consists of at least six components: a) explicit/implicit KAG, b) KAGT, c) perception, d) prior experience, e) knowledge of student learning and needs, and f) knowledge of educational contexts. On the basis of the conclusion, the paper argues that ESL/EFL teacher education programs should address the following four issues. First, ESL/EFL teacher education programs should provide opportunities for their students to assess the limits and gaps of their KAG and to be aware of the way in which their perception of their own KAG influence their grammar instruction. Second, the programs need to help their students fill gaps in their KAG. Third, the programs should provide their students with opportunities for integration of grammatical knowledge and teaching. Fourth and last, the programs need to continue research on “what to teach” in relation to grammar.
Abstract
The paper attempts to review, analyze, and synthesize available pedagogical and research literatures on grammar instruction in ESL/EFL contexts, with its focus on knowledge about grammar (KAG) and knowledge about grammar teaching (KAGT). The paper first observes historical changes in the role and place of grammar instruction. It then reviews literature on the effectiveness of various types of grammar instruction as well as literature on the teacher and her grammar instruction in ESL/EFL contexts. The paper finally attempts to construct a knowledge base of grammar instruction on the basis of the reviews, and discusses possible implications the knowledge base has for grammar instruction in ESL/EFL contexts. The paper concludes that a knowledge base of grammar instruction consists of at least six components: a) explicit/implicit KAG, b) KAGT, c) perception, d) prior experience, e) knowledge of student learning and needs, and f) knowledge of educational contexts. On the basis of the conclusion, the paper argues that ESL/EFL teacher education programs should address the following four issues. First, ESL/EFL teacher education programs should provide opportunities for their students to assess the limits and gaps of their KAG and to be aware of the way in which their perception of their own KAG influence their grammar instruction. Second, the programs need to help their students fill gaps in their KAG. Third, the programs should provide their students with opportunities for integration of grammatical knowledge and teaching. Fourth and last, the programs need to continue research on “what to teach” in relation to grammar.
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