A Consciousness-raising Grammar Teaching Approach Based on Grammar Teaching Dilemmas

Abstract

Abstract. Grammar teaching has been a heated topic in the field of foreign language learning and teaching. The research of grammar teaching lies between the continuum of a series of grammar teaching dilemmas. This paper first reviews the pendulum movements of researches and their related grammar teaching approaches and methods, discusses three dilemmas involved with grammar teaching, and draws conclusions regarding to how to address with dilemmas. In view of the current situation in second language teaching, a consciousness-raising grammar teaching approach is discussed from the aspects of its concepts, characteristics, patterns and application in foreign language teaching.

Increasing students grammar learning motivation through consciousness-raising tasks: communicative English skills I

“…We can find similar issues in the research paper written by Lynch & Anderson (2013), in which grammar provides a succinct overview of the fundamental aspects of English grammar learning that must be understood in order to express oneself correctly and successfully in academic writing. In the area of foreign language learning, grammar teaching is situated in the midst of a succession of grammar teaching conundrums (Liu & Dou, 2017).For these reasons, different theoretical views have resulted in a wide range of instructional options aimed at improving grammar teaching efficacy, both in terms of ensuring a thorough understanding of grammatical rules and assisting learners in applying these rules in communicative situations (Pawlak, 2021). Grammar, while a talent in and of itself, can also be viewed as a necessary "master" skill for developing proficiency in the domains of listening, speaking, reading, and writing.…”