Improving Student Perception of Grammar

Its time to come clean, face the facts and admit the truth - students are scared of grammar. From the days of crayons and nap time straight through high school they always hope and pray that a random fire drill, a.k.a. a gift from God, will disrupt the dreaded grammar lessons and exercises. As the semesters continue to pass by students become elated as grammar turns into nothing more than a minute beep on the radar screen that is the weekly lesson plan. However, nearly every student walks into English class dealing with the fear that he will be called on to explain even the simplest rules of possession or number. So why do most students fear and loathe the perplexities of grammar? Perhaps this trepidation has something to do with the fact that most teachers treat grammar like the ‘redheaded step son’ of the English curriculum; hiding its study somewhere between spelling exercises and vocabulary worksheets. While most teachers avoid discussing grammar, or discuss it incorrectly, they still threaten students with low marks if such mistakes rear their ugly little heads in class assignments. The way we, as scholars, view the discussion, acquisition and knowledge of grammar must be modified to suit the realities of the modern classroom and world. Grammar should be seen through the lens of the entire writing process to make the students use of grammar seem completely natural and easy.

Although every coin has two sides, the research arguing against the formal teaching of grammar in the classroom appears stronger than that which supports the old regime’s strict approach to grammar. However, logic dictates that this argument will not be settled merely by choosing sides. Perhaps some middle ground can be found between the militantly form...

... middle of paper ...

...rt with some creative planning. Perhaps a weekly prize contest can be held to see what student can pick out a grammar mistake in a newspaper or magazine. Then this mistake can be turned into a mini lesson without becoming boring or overbearing. Teachers simply need to remember that it’s ok to throw away the worksheets from 1975 and put down the trusty textbook for a fresh approach to grammar.

Bibliography

Hartwell, Patrick. "Grammar, Grammars, and the Teaching of Grammar." In Cross Talk in Comp Theory. Edited by Victor Villanueva. National Council of Teachers of English. Urbana: 1997.

Weaver, Constance. Teaching Grammar in Context. Boyton/Cook Publishers. Portsmouth: 1996.

Whorf, Benjamin Lee. "The Relation of Habitual Thought and Behavior to Language." In Critical Theory Since 1965. Edited by Hazard Adams. Florida State University Press. Tallahassee: 1986.