On the Teaching and Learning

of Grammar: Challenging the

Myths
By Diane Larsen-Freeman

Grammar structures have form

AND function
Grammar teaching is often reduced to
transformational rules; meaning and
purpose of structures is not given enough
attention
Teach grammar in context
Knowing how, when, and why to say
what to whom (from Standards for
Foreign Language Learning)

Interlanguage
Rule-governed
Errors are consistent, although there may be some
variability (e.g. Problem 3.2 I dont understand, I
no remember)

U-shaped behavior, backsliding

Learner may appear to have acquired structures, but
they may be imitating
Apparent backsliding may be the result of cognitive
restructuring (e.g. Problem 3.1 [duju])

Megamyth: language instruction

should mirror L1 acquisition
Krashen; Natural Approach
Linguistics vs. pedagogy
SLA theory attempts to describe what is minimally
necessary for L2 acquisition to occur
what is minimally necessary for SLA to take place
outside the classroom does not automatically
constitute the most effective means of learning in the
classroom
Teachers role is to stimulate learning rather than to
emulate acquisition

Should grammar be taught?

ARGUMENTS AGAINST:
It is possible to acquire
grammar without overt
teaching
Student have difficulty
learning and retaining
concepts from traditional
grammar
There is no relationship
between grammar study and
writing (Krashen)
The teaching of formal
grammar has a negligible
oreven a harmful effect on
the improvements of writing
(NCTE)

ARGUMENTS FOR:

Canadian French immersion

programs limited accuracy in
French syntax and morphology
Less salient grammatical
features or those not crucial for
comprehension are not acquired
Self-reinforcing nature of peer
interlanguage
*me llamo es

Form-focused instruction
converts input to intake
Destabilize an incorrect rule

Error correction
Krashen, UG since L2 acquisition mirrors L1,
linguistic forms will trigger appropriate parameter
setting
How do learners know a nonoccurrence of a
possibility if they have no access to negative
evidence *John drank slowly the coffee
Do we have access to UG during L2 acquisition?
Linguistic theory vs. pedagogy: just because it
might not be necessary doesnt imply it wont help
(Carroll and Swain, 1993)

Beyond SLA theory: What

teachers know
Individual learner differences
Some learners will be successful regardless of the method
Assessment techniques may not adequately measure what
has been learned
Learners need to be ready to learn
Time constraints where to focus?
Persistence of errors (especially in the case of L1/L2
partial identity)
Practice makes perfect, or at least better
Metalanguage talking about language