Premium
Grammar Groups In the Student‐Centered Classroom
Author(s) -
Davidheiser James C.
Publication year - 1996
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.1996.tb02333.x
Subject(s) - grammar , class (philosophy) , mathematics education , context (archaeology) , computer science , traditional grammar , linguistics , psychology , artificial intelligence , paleontology , philosophy , biology
Experience has shown many second‐language teachers that, although students learn some grammar at the elementary level, they need an intensive review at the intermediate level and still seem to make numerous grammatical errors in advanced courses. This paper briefly reviews the way grammar has been taught in the last 30 years and explores a successful student‐centered method of grammar instruction in second‐language classes that can aid retention. By applying research about pair and group work, teachers can increase the quality of grammar instruction. Instructors briefly teach grammar in context. Pairs of students are then asked to compose several examples of the target grammatical structure, making any changes recommended by group partners. A final slate of examples is then presented to the entire class for review. By being responsible for practicing and integrating the grammar, students internalize, even at the elementary level, challenging grammatical points.