{"title":"Methodology in Language Teaching: Seven Bad Reasons for Teaching Grammar – and Two Good Ones","authors":"M. Swan","doi":"10.1017/CBO9780511667190.021","DOIUrl":"https://doi.org/10.1017/CBO9780511667190.021","url":null,"abstract":"Grammar is important, but most of the time, in most parts of the world, people probably teach too much of it. I think we can identify at least seven reasons for this. SEVEN BAD REASONS BECAUSE IT'S THERE Asked why he tried to climb Everest, George Mallory famously replied, ‘because it is there’. Some teachers take this attitude to the mountain of grammar in their books: It's there, so it has to be climbed. But the grammar points in the course book may not all be equally important for a particular class. The book may have been written for students with different purposes, studying in a different environment, perhaps with different native languages and different problems. It may have been designed for learners with more time to spend on grammar than they do today. The book may simply have been written by a grammar fanatic. It is important to choose grammar points relevant to students' needs, rather than blindly going through the syllabus from left to right. In a well-known experiment (Hughes % Lascaratou, 1982), mistakes made by Greek secondary school children were shown to Greek teachers of English, British teachers of English, and British nonteachers. Members of each group graded the mistakes on a scale from 1 (least serious) to 5. Before you read on, you might like to give your own assessment of the seriousness of the mistakes in the sentences in the box and compare your mark with the average gradings given by the Greek teachers (GT) and the British nonteachers (BN).","PeriodicalId":260521,"journal":{"name":"English teaching professional","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132906606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Methodology in Language Teaching: The Changing Face of Listening","authors":"John Field","doi":"10.1017/CBO9780511667190.033","DOIUrl":"https://doi.org/10.1017/CBO9780511667190.033","url":null,"abstract":"INTRODUCTION There was a time when listening in language classes was perceived chiefly as a means of presenting new grammar. Dialogues on tape provided examples of structures to be learned, and this was the only type of listening practice most learners received. Ironically, much effort was spent on training learners to express themselves orally. Sight was lost of the fact that one is (to say the least) rather handicapped in conversation unless one can follow what is being said, as well as speak. From the late 1960s, practitioners recognised the importance of listening and began to set aside time for practising the skill. A relatively standard format for the listening lesson developed at this time:","PeriodicalId":260521,"journal":{"name":"English teaching professional","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124692182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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