Teaching grammar and the question of knowledge
نویسنده
چکیده
Despite the fact that in many countries a great deal of classroom time and self-study is devoted to the learning of grammar, it appears that very little theoretical consideration is given in teacher education programmes either to the nature of the grammatical code which is to be acquired by learners nor to theories of how grammar is learnt in school-based contexts. As stated earlier in this volume, the theories of Krashen are given prominence by many teacher educators, yet since they contradict very strongly ways in which grammar tends to be taught in many European countries, it is unusual to find teacher educators who advocate the implementation of Krashen’s views when it comes to the teaching of grammar. Alternative theories, such as cognitive views of learning, did not figure in the pre-workshop survey of theories. Whilst the label “communicative” was invoked, largely to refer to the format of certain classroom activities, teacher educators at our workshop did not, on the whole, see communicative grammar as offering a coherent approach to the learning of grammar.
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