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How Not To Learn English - The Grammar Puzzle (4a)
If you want me to point to one specific action that I think wastes more time in language learning than any other it would have to be the following: Students asking the names of all the grammar structures. It’s fruitless. What sense is there in focusing on the names if you don’t know how to use them and express yourself? These names, or labels, have no meaning outside of the context in which they are used. Strangely there are many English courses Dublin using textbooks and course manuals that focus on exactly this type of work. So, when you get nervous, or feel anxious when confronted with tough sounding terms like “FUTURE PERFECT CONTINUOUS” looming large over your next lesson, just relax. It’s just a label. The name is not important - the function is what matters. And there are many more students out there who know the name than know how to use it. Consider the following example: A. (John moved to Ireland in 2007) B. John has been living in Dublin since 2007. C. (He still lives in Dublin) Here we have a short sentence relating the length of time John has been living in Ireland. We might encounter this sentence in class where the grammar focus is the PRESENT PERFECT CONTINUOUS. However, rather than stressing over the idea of the Present Perfect Continuous, consider how, from the context (given in the bracketed clauses A & C) we can determine the use of the following combination of words: SUBJECT + HAVE/HAS + BEEN + -ING FORM This form, we now know, is called the Present Perfect Continuous. That is its label, and that’s all. The context in B is made explicit in sentence A and sentence C. The form can be learned easily enough, but it is the application of the grammar point that is most important. Try changing sentence A and C. Write one sentence about something that you did (and are still doing today). Write a second sentence about it nowadays. Then combine the information into one sentence. For example, can you complete sentence B? A. (The earth began to warm significantly in 1977) B. The earth’s _______________________since 1977. C. (The earths temperature is rising today) Did you get it? (If you didn’t and you really want the answer then visit ULearn's English schools Dublinwebsite or drop me an email me – I’ll forward you the answer straight away!) If you did then congratulations! It’s a difficult structure, and even for advanced learners will struggle to get it right all of the time. Now try your own example. Use the newly-learned grammar form; practice it in different situations (don’t worry about mistakes just yet – your instructor can help you here – after all that's his/her job), and try to be comfortable with the structure in real life contexts (see Stage 6 Situated Learning). So, whether it’s an adverbial phrase, a compound noun, or a tense with a triple-barrel name, like PRESENT PERFECT CONTINUOUS, remember: these words, without context, are nothing but meaningless labels. And who’s afraid of a label! The Jigsaw Theory - How NOT To Learn Grammar A lot of students get frustrated with new grammar structures and as 'Why can’t I see the bigger-picture here?' Well, the grammatical elements of any language comprise an immense amount of information. Trying to approach grammar head on in an attempt to understand and visualize the whole frame-work is a fool-hardy task, and one we do not advise you undertake. Consider point one below. It highlights the fact that grammar is context bound. These three points address the key issues of grammar learning. 1. Students do not need to master every aspect of each grammar point, only those that are relevant to the immediate communication task. 2. Students need instruction that connects grammar points with larger communication contexts, and not larger grammar-related frameworks. 3. Error correction is not always the instructor's first responsibility. Students need to practise fluency in an nonthreatening environment. Think of grammar learning as you would a jigsaw puzzle; rather than manipulating the puzzle with one simple step, you solve the puzzle, in a logical progression, piece by piece, until you begin to see a clear development and the process becomes less of an obstacle and more of a step-ladder. The puzzle has lots of pieces, but your progress with grammar will mean that your language needs will develop as the grammar points become more challenging. Enjoy making the puzzle and don't worry that you can't yet see the whole picture - eventually it will take shape. Summary Language is there to be used. Its purpose is communication. You should try to remember that the next time you feel you are feeling frustrated with grammar rules and tags. They are not your goal. Your goal is to communicate successfully in English. Stick to the goals you made in the beginning and you’ll learn a lot faster than you ever thought possible. Article Directory: http://www.articledashboard.com ULearn English schools Dublin can offer you quality www.ulearn.ie/english_courses_dublin"> English courses Dublin no matter what your level or age. Contact us today for a free level test and we will start you in one of our excellent English classes Dublin that suits you! ULearn has been helping students from around the world to learn English in Dublin for the last 25 years. |
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