Grammar teaching with older learners

Throughout the development of different teaching approaches during the 20th century
grammar has had different roles in the teaching and learning of a second language; it
was considered essential in the Grammar Translation Method, which taught it
deductively, following the grammar rules of the language; then, grammar changed its
role to a mere tool used to develop the learning of the language in a communicative
context .Furthermore, today grammar has another function in the teaching of a language
and specifically in the teaching of adults.

Adults have a very particular way to learn and that includes grammar; grammar can be Commented [SM1]: What does this mean?

taught basically in two ways: deductively or inductively: deductively means that the
teacher gives them the hints about a subject and then expects them to complete tasks to Commented [SM2]: Who?

practice whereas in inductive approach they have to notice the rule of grammar and
apply it. Moreover there are many different techniques to help students learn grammar
and obviously they apply to adults. In my opinion, adults have different tools for
learning than children do. First, motivation is very important for adults since they learn
in a very different form than children do, second, adults are highly motivated to learn
and they rely on experience. These three aspects can perfectly be used to teach grammar
among other aspects within language acquisition.

To begin with adult learners have a very intrinsic motivation at the moment of learning;
they have a very important motivational engine within them which is a very preeminent
at the moment of constructing their knowledge. As stated by Vivienne Griffiths “The
English adult learners also demonstrated high motivation to study, especially those who
had made a planned progression into teaching from a childcare or teaching assistant
route. This matches previous studies of women adult learners’ high motivation to study,
often from disadvantaged backgrounds, and the important contribution that their skills
and previous life experiences can make “ Commented [SM3]: Does this equal intrinsic motivation?

Secondly, adults have a higher level of motivation when they need to learn; they have
very important emotional reasons to learn; their reasons to study are completely
different from that of young learners; their reasons to learn imply more spiritual reasons
as for example that of self development as a human being, which is a very potent reason
to study
In this respect professor Carré states:

The Pattern of Motives: As regards motives, a combination of literature review and

empirical observation led us to the following construct: Adults’ motives for
participating in adult education seem to follow four major orientations derived from
Houle’s (1961) initial vision and organized on two axes. · Along a first axis, motives
are orientated towards intrinsic versus extrinsic orientations (Deci, 1985) · On a
second axis, motives are orientated towards learning versus participating (in the first
case, a motive is geared towards the acquisition of knowledge or skill; in the second
case, a motive is geared towards other objectives, such as having a good time, making
money, or escaping some boring activity …)

Then, it is important to mention the importance of the motivational sphere of the

learning process, according to M. Alexeeva, is equivalent to the knowledge of the
drivers of this process. “No one, even a highly qualified teacher, will achieve the
desired result if their efforts are not coordinated with the motivational basis of the
learning process” (Аlexeeva, 1974, 40).

Thirdly, experience is a very important anchor for adults in learning; adult learners also
bring years of previous knowledge and experience to the classroom, as well as an
established system of values and beliefs governing their thought (Jarvis, 2004, p. 144).
They expect to be treated as adults. Commented [SM4]: All learners expect to be treated according
to their ages.

Traditional pedagogy tends to assume the acquisition of knowledge and

understanding by the mind is a passive exercise. Psychological research and theory
perpetuates this tradition by dividing the person into body and mind, into active and
passive processes. Insufficient attention is paid to combinations of these categories.
The result is a gap between what experiences tells us about how we learn and what
the experts tell us. “Thought and action tend to have been separated, thinking and
understanding to have been seen as abstract and general, therefore as teachable in
abstract isolation from practical experience. In contrast, practical competence has
often been spoken of as though it were just a matter of doing; skill is then taken to
mean a combination of thoughtless behaviour habits, inculcatable through simple
practice” (Tomlinson & Kilner, 1992). The momentum associated with this view is so
deeply imbedded in teacher education methods and curriculum that it has seldom
Commented [SM5]: This section is relevant, but it doesn’t deal
with how life experience can enhance second language learning,
been challenged, until recently that is. Harre and Gillett (1994) which should be the focus here.
In conclusion, adult learners possess motivation and experience enough to accomplish
any goal, including that of learning grammar; the factors mentioned on adult learning
are applicable for both grammar teaching and learning; it is our duty as teachers to be
aware of these aspects at the moment of preparing our classes, our teaching methods an
techniques: moreover, we must consider these three items at the moment of making our
students practice and study grammar.
Commented [SM6]: Is learning grammar the objective of adult
learners? Or are they interested in learning the language?
Your essay is about learning grammar, but it may be read the same
way if the focus were on language. So there is a problem: will you
focus on language or on grammar?
If grammar is your main concern, you will have to discuss the role of
grammar within language, and how it is acquired.

Bibliography:

Carré, P. (1997). Motivations et formation d’adultes: état de la question. Revue de

Psychologie de l’Education, 2(2), 227-258

Carre, P., Aubret, J., Chartier, D., Degallaix, C., Fenouillet, F.(2000). Motivations en
formation d’adultes: engagement et performance. Paris: Interface.

Deci, E. & Flaste, R. (1995). Why we do what we do - The dynamics of personal

autonomy. New York Putnam.

Journal of Technology Education Vol. 11 No. 2, Spring 2000 -23- The Role of
Experience in Learning: Giving Meaning and Authenticity to the Learning Process in
Schools Ronald E. Hansen

Nuttin, J. (1987). Développement de la motivation et formation. Education Permanente,

88-89, 97- 110.

Vallerand, R. & Thill, E. (Dir.) (1993). Introduction à la psychologie de la motivation.

Paris: Vigot.

Adult learners and entry to higher education: motivation, prior experience and entry
requirements Vivienne Griffiths School of Education, University of Sussex, England
Stavroula Kaldi Department of Primary Education, University of Thessaly, Greece Ana
Luisa Oliveira Pires (ESE, IPS, UIED), FCT-UNL contribution that their skills and
previous life experiences can make