Teaching Grammar and Vocabulary

Looking back at the various teaching method that we have learned, grammar was large part of some of them. But the mixed emotions and opinions regarding grammar instruction still stand as Brown explains in Chapter 22. Grammar is a very important part of learning the L2 but it is knowlingly a frustrating part for many students. When it comes to taking an approach to teaching grammar in my future classroom, I want to incorporate it in a way where students are not focusing so much on form to the point where they are not able to communicate in the L2. I have realized through language study that many theories relate to the fact that where the stress and anxiety level is low is when students will produce the most language in the L2. I think that when students are focused so much on grammatical form that they are easily discouraged. Also, in correcting grammar mistakes from our students, it can be beneficial to only focus on the grammar aspect that was being learned instead of marking everything up in red. Also, like I mentioned, when students know that they won't be getting correted for grammar they are more likely to express themselves further in the L2. I found the six variables (age, proficiency level, educational background, langauge skills, style and needs and goals) interesting in how they play a role in the teaching of grammar. It will be important to identify these variables in students to find a starting ground for teaching grammar. I don't believe that grammar should be taught separately in all cases because I believe that it is the most influential when presented in communicative context.

Kumar Chapters 7 and 8, the idea of langauge awareness and reaching one's intuitive heuristics are very powerful in learning the L2. Grammar can play a role in language awareness which ties in the two books in realizing it's influence in language awarness activities. Classroom interaction and linguistic input both provide a path for success for learners discovering underlying grammatical structures of the second language. As teachers, we need to help learners see grammar as "a rational, dynamic system that is comprised of structures characterized by three dimensios of form, meaning and use" (203).