Rate each of the following statements by choosing the most appropriate answer on the given

scale:
STRONGLY DISGR!!"SD# DISGR!!"D# N!$TRL"N# GR!! "#
STRONGLY GR!! "S#
%& learner can ac'(ire a secon) or foreign lang(age witho(t grammar instr(ction&
"similar to how chil)ren learn their mother tong(e# ***S****
+& Grammar sho(l) be ta(ght to all learners "beginner, elementary, a)vance)#***D**
-& St()ents sho(l) be given the opport(nity to wor. o(t grammar r(les from
e/amples&***N***
0& St()ents sho(l) be familiar with the correct grammatical terminology&***D**
1& It is important for st()ents to be given the right answer after a written e/ercise or
test&**S***
2& The ma3or part of a lang(age co(rse sho(l) foc(s on teaching an) practising
grammar&***SD****
4& It is important to i)entify all grammatical errors in st()ents5 written
wor.&****S*****
6& Teachers sho(l) begin a grammar lesson by e/plaining how a partic(lar str(ct(re
wor.s&*****D*****
Two bonus questions:
%&7ow wo(l) yo( )escribe yo(r approach to teaching grammar8
I teach grammar because it makes the process of learning faster (but not more efficient, I
know#
+& Now I am going to tell yo( abo(t fo(r )ifferent teachers an) how they teach& I wo(l) li.e
yo( to tell me what yo( thin. abo(t their approaches to teaching an) if yo( thin. it is in any
way similar to how yo( teach in yo(r own classroom&
Teacher :
(ses the prescribe) syllab(s an) scheme of wor. in planning lessons& !/cept on very rare occasions, she
generally stic.s to what is prescribe)& !ven tho(gh she sometimes )oes not thin. they are appropriate or
interesting, she ten)s to carry o(t the activities in the co(rse boo., an) follow the same or)er in which the
activities are presente)&
This is what is expected from teachers teaching in state schools. I often do the same because I dont want to be
criticised by the headmaster&
Teacher 9:
arg(es that the primary p(rpose of teaching !nglish is to )evelop st()ents ability to (se the lang(age
appropriately in vario(s sit(ations& The teaching materials he (ses are base) on teaching lang(age f(nctions "e&g&
greeting, apologi:ing, etc#& ;or him fl(ency rather than acc(racy is important&
I completely agree with this way of teaching. This is how it SH!"# be done.
Teacher <:
regar)s lang(age as a system of grammatical str(ct(res& 7er aim in teaching !nglish is to ens(re that her
st()ents can pro)(ce error=free lang(age at all times& She plans her lessons aro(n) a range of grammatical
str(ct(res "e&g& passive voice, present perfect, etc#& >hen intro)(cing new grammar, she first presents the
str(ct(re to the class, e/plaining how it wor.s an) any necessary terminology associate) with it& She then moves
on to getting her st()ents to )o some activities which wo(l) allow them to practice the new str(ct(re in a
controlle) way& Once the st()ents are confi)ent with (sing the str(ct(re, she sets (p activities which wo(l) allow
them to pro)(ce the lang(age more freely&
I find it efficient when preparing students for language exams (since it is tested$
Teacher D:
sees grammar as being f(n)amental to lang(age, an) therefore the teaching of grammar as being essential if
st()ents are to )evelop confi)ence in their ability to (se lang(age in vario(s social an) e)(cational settings& 7e
arg(es that grammar sho(l) be treate) as an area of )isc(ssion an) )iscovery& Th(s it is necessary to )evelop a
meta lang(age which st()ents can (se to tal. abo(t grammar conscio(sly an) confi)ently, in the same way that
they may (se technical lang(age in other areas of learning&
nly for uni%ersity student sof &nglish?
T7N@ YO$ A!RY B$<7 ;OR YO$R TIB!?