Teaching Grammar to Young Learners

By: Virginia Espino

One of the most discussed topics in second language teaching is whether grammar
should be explicitly taught in the language classroom. Up-to-date findings on this
topic emphasize that grammar does play an important role in Second Language
instruction.
In the last two to three decades, investigation and deliberations on grammar
teaching have revolved around three choices: Focus-on-Form, Focus-onMeaning and Focus-on-forms (Long, 1991).

When comparing the effectiveness of these three approaches to grammar

teaching, findings support that Focus-on-Form has considerable advantages
over the other two, because it helps to improve the language acquisition
process, fosters better retention of forms and promotes more precise use of
the language (Doughty & Williams, 1998; Norris and Ortega; 2000; 2001; Ellis,
2002). Yet, in many language classrooms around the world, a Focus on forms
approach predominates; making second language instruction primarily
traditional because teachers give explicit grammar instruction, encourage

memorization of grammar formulas and/or translate them into the learners

native language (Hinkel and Fotos, 2002; Krkgz, 2008).
About young learners

Continuous investigation is done in

the attempt to find effective ways to
teach grammar to children in the
language classroom. Some experts
advocate for one of the three
approaches mentioned above, others
would follow a more eclectic way.
Generally speaking, there is the
idea that learning grammar rules
surpasses childrens cognitive
capability,

nevertheless, there is conclusive evidence that grammar indeed holds an

important position in childrens foreign language learning, since it is intimately
related to meaning and use of the language and closely associated with
vocabulary Cameron (2001).
This evidence has led to an eclectic approach called the Noticing and
Consciousness-raising theory, Schmidt (1990; 1993). According to this theory,
learners are persuaded to become aware of specific grammar features of the
language, in order to be able to draw conclusions from what they see and, later
on, they are led by the instructor to systematize their understanding of
language according to the conclusions they have drawn.

It seems difficult, at first, to begin

shifting to a new way to teach grammar
all of a sudden, when the greatest part
of books follow a grammatical
sequence; however, we should
definitively take the challenge to begin
transitioning from Focus on forms to
Focus-on-Form.
The Challenge
The beginning stages of language
are (or should be) mostly focused on
acquiring vocabulary, using or
memorizing chunks of language and/or
collocations, leaving
grammar out of the picture, at least for a while. Once students have
accumulated a stack of phrases, chunks and basic vocabulary, it is time to
introduce some grammar (Cameron, 2001). It is recommended to take the
following guidelines when teaching grammar to children:

It is important to keep in mind that learners all ARE ALL different. Each age-group
has specific characteristics that need to be taken into account when planning our
classes. Above all, in order to help learners grow in the use of language, teachers
need to use good judgment to help them discover rules, as well as assist them in
organizing such language in a logical way and systematize it.
References:
Key concepts in ELT Focus on form and Focus on forms:
http://www.zanjansadra.com/attaches/26198.pdf
Role of grammar and error correction in teaching Languages to Young Learners:
http://www.academia.edu/1452766/The_Role_of_Grammar_and_Error
Correction_in_Teaching_Languages_to_Young_Learners
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective.
TESOL
Quarterly, 40 (1), 83-107.