| Research
(Braddock & Lloyd-Jones 1963, Schoer, Hillocks, 1987, Weaver, 1996) shows
that direct teaching of grammar has little positive effect on student
speaking or writing. Most teachers believe it is essential teach
grammar. A solution to this controversy might be found in examination
of HOW grammar is taught. It makes sense that students will not
know certain rules of grammar unless they receive direct instruction.
Memorizing rules without authentic application is not LEARNING. To
truly learn the rules of grammar students must become familiar with them
through models provided by teachers and reading and through genuine
encounters with grammatical errors in their own writing and that of others.
Good teachers take advantage of "teachable moments" to instruct students in
grammar as needed. Additional
controversy revolves around what constitutes good grammar. Individuals
from certain localities or ethic groups may speak with unconventional
grammar. This does not mean that they are "wrong." The grammar
taught in schools is Standard English. While showing respect for
students' familial or native use of grammar, teachers must help students
understand that knowing how to use the grammatical conventions of Standard
English is valuable to them as learners as well as citizens of the United
States.
Valerie Tompkins* cites reasons she
has found for teaching grammar:
- Using Standard English is the mark
of an educated person.
- Teaching grammar will help students
understand sentence structure and form sentences to express their
thoughts.
- Parents expect that grammar will be
taught.
- Understanding grammar will help
prepare students for the next grade or learning a foreign language.
- Grammar instruction is a part of
mandated norm-referenced achievement tests.
Below are web sites that you can use
now and later as teachers to explore instruction of the rules of grammar. |
