Abstract
‘Grammar is the business of taking a language to pieces, to see how it works’ (Crystal, 1996, p. 6). The study of grammar has fascinated people for many years, especially in the field of second language acquisition (SLA). However, in recent years people became uncertain about its value. Consequently, some educational institutions ceased to teach it, others teach it very selectively (Crystal, 1996; Ellis, 2002). To know grammar means to know more about how to manipulate the parts of a sentence in order to provide a meaningful expression. Teaching grammar has been subjected to a tremendous change, particularly throughout the twentieth century. There has always been a development in thinking about the nature of language which has enabled people to see the point of the study and teaching of grammar. Also, there have been quite a number of adaptations of various methodologies of teaching grammar. This language component (grammar) has been always the centre of pedagogical attention. The aim of this project is to discuss the changing role of teaching grammar from a Saudi teacher’s perspective, and to explore why some Saudi EFL teachers might wish to change their approach to teaching grammar and how they might do so. In addition, the following section will try to shed light on some of the salient grammar methods throughout the field of English language teaching (ELT) and provide some implications for EFL teachers and learners.
Highlights
First of all, it is essential to establish the fact that grammar can carry different interpretations and insights
Based on my research as a Saudi teacher and a former student in a number of Saudi Schools, it can be assumed that teaching grammar has undergone different changes since 1927, when teaching English language as a foreign language was first introduced
The proponents of the communicative approach introduced this fluency model (Task-Based). It assumes that the learning chain begins with the meaning that is needed to be conveyed, receiving some guidance that may include explicit grammar instruction during the latter stages of the lesson (Swan, 1995; Willis, 2004) (Note 1). It is represented by providing students with taught material practice, before learners re-perform the original or a similar task: Willis (1996), who is a famous proponent of Task-Based Learning (TBL), considers this model as a logical development of Communicative Language Teaching since it draws on several principles that formed part of this approach with an organized focus on the form
Summary
The study of grammar has fascinated people for many years, especially in the field of second language acquisition (SLA). There have been quite a number of adaptations of various methodologies of teaching grammar This language component (grammar) has been always the centre of pedagogical attention. The aim of this project is to discuss the changing role of teaching grammar from a Saudi teacher’s perspective, and to explore why some Saudi EFL teachers might wish to change their approach to teaching grammar and how they might do so. The following section will try to shed light on some of the salient grammar methods throughout the field of English language teaching (ELT) and provide some implications for EFL teachers and learners
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