English Teaching: Practice and Critique
What we know without knowing it: Sense and nonsense in respect of linguistic reflection for students in elementary and secondary education
Amos van Gelderen (SCO-Kohnstamm Institute for Educational Research, University of Amsterdam)
The teaching of grammar is discussed from an
instrumental point of view: what beneficial effects does such teaching
have for students' language abilities (especially writing)? Two ways of
approaching grammar teaching are confronted with each other: the
learning of explicit rules and meta-linguistic knowledge about language
on one hand and learning without awareness of linguistic structure
(implicit learning) on the other hand. The article shows that
implicit learning is more important than is often realised for
acquisition and for accurate and fluent mastery of linguistic
structures. In addition, research evidence both in mother tongue and
second/foreign language contexts shows that explicit learning of
structures is not very effective. For the improvement of writing
abilities, other forms of teaching are far more effective than explicit
grammar teaching. Conceptual processes in writing presumably have
a greater impact on text quality than students' explicit knowledge of
linguistic structure. Although the explicit learning of
linguistic structures is not very effective, there are many other
topics for linguistic reflection in the classroom that may have more
beneficial effects on students' language use. Some examples of
these topics are given, together with theoretical reasons for their
instrumental validity in elementary and secondary
education.