Teaching Grammar For Adults

One of the arguments about adolescent or adult second language learning is that they cannot learn another language the same way as they have acquired their first in spite of the claims that the two processes are similar in many aspects. Native speakers acquire their mother tongue at an early age by picking it up in the rich cultural and linguistic environment they were born or grew up in. Adolescent or adult learners cannot feasibly do so in learning a second language because they have already lost their "magic" for picking up a language. This blog attempts to make an argument that grammar instruction can be used as an important and useful means to exploit adult learners' analytical powers to compensate for their lack of intuitions, thus increasing their chances for success in second language learning. The blog examines issues of the role grammar plays in second language learning, linguistic competence as part of the communicative competence, the benefits of explicit grammar instruction, and grammar as a catalyst for second language      

.accuracy and fluency

 Grammar plays a very important role in second language learning for adult learners. It provides rules and general guidance that facilitate better understanding of the structures of the target language. Since adult second language learners do not learn a new language the way children acquire their first, they can make full use of their already possessed assets. These include the adult second language learners' worldly knowledge, maturation, and analytical power to figure out how a new language works by resorting to the readily available rules in grammar. The purpose of language learning is to be able to effectively communicate in the target language. Linguistic or grammatical competence is an integral component of the communicative competence. Explicit grammar instruction can enhance the development of the linguistic competence and improve on second language learners' fluency and accuracy so they can use the second language effectively to advance themselves in every aspect in the target language society .

7 tips for teach grammar for adults

1. Understand grammar before teaching it

2. Don’t try to teach grammar rules explicitly

3. Offer lots of relevant, accurate examples

4. Make the sentences funny and attention grabbing

5. Use games

6. Put students in the role of the teacher

7. Have your students write extensively

The reason second language learners need to resort to learning grammar is that it provides some general and systematic guidance on the structure and syntax. Adults learn a second language at a much later time, a time when "the bioprogram" has advanced past the stage of acquiring language naturally. Even though second language acquisition research has indicated that the processes for the first and second language learning are similar in many respects, the brain functions of adult learners with regard to language processing may be very different from those of children who acquire their first language. Richard-Amato (1996, p. 27) discussed the similarities and differences between learning a first and second language. She stated that both L1 and L2 learners "construct language from prior conceptual knowledge and develop language in predictable stages."

They both use cognitive strategies, such as overgeneralization or production simplification. They all benefit from modified input such as the caretaker speech, specifically mother talk or motherese for L1 learners and foreigner talk or teacher talk for L2 learners. For L1 learners, a silent period is required, but for L2 learners they benefit from such a silent period.

Conclusion

The different processes of acquiring a first language and learning a second have demonstrated the necessity of understanding the differences between language acquisition (learning a first language) and language learning (learning a second or foreign language). As children acquiring their mother tongue, explicit grammar instruction is not necessary. Research has shown that grammar correction on child's language is a waste of time, and there is no proven benefit for doing so. Adults learning a second language after puberty, on the other hand, need to grasp certain grammar rules in guiding themselves to understand the regularities of a grammatical system characteristic of that language. The purpose of learning a language is for communication; therefore, second language learners need to develop their communicative competence to become effective and efficient communicators. Communicative competence is consisted of not only the linguistic competence, but also the sociolinguistic, discourse, and strategic competences. In grammar instruction, audience, approaches/methods, and context are of great importance if ESL professionals do not want to fall into the trap of learning about language. Grammar is only an aspect of communicative competence that enhances fluency and accuracy, which has socio-economical and socio-cultural implications for non-native speakers living and working in a target language environment.