Natalia Fabisz – linguistics and beyond

Grammar can be taught in two ways, and the outcome of the teaching process will depend on the chosen way.

When rules of grammar of the target language are talked about, this approach is referred to as explicit grammar teaching. It requires the students to learn rules given by the teacher, afterwards practicing them in exercises. Since explicit teaching of grammar involves talking about rules prior to showing examples and doing exercises, lessons focusing on depicting the rules might be boring or oppressive for students. Moreover, they frequently fail to be communicative. This approach to teaching might be effective in the case of learners having logical-mathematical intelligence. In addition, Purpura and Bachman (2004) state that explicit knowledge is assimilated at a slow pace.

The second way of teaching grammar is implicit, which means that learners are involved in this process in a passive way in that they are exposed to the language, work with it and grammar rules are not mentioned. The underlying assumption is that the learners will spot the regularities and assimilate items of grammar simultaneously being aware of their meaning. Due to the fact that this approach excludes thorough explanation, it is thought to be suitable for child who has short attention span (Purpura and Bachman 2004:42).

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The manner in which a second language is learnt or acquired and how the first language might affect this process is accounted for by a theory which is called “The Competition Model”. In accordance with this model every language has particular ways of portraying meanings which are identified as patterns enabling interpreting of the perceived input (Lynne 2001:14).

It is at early childhood that these patterns of a native language gain significance which, in later development, are transferred to second language acquisition in an attempt to identify them in similar situations. Where the native language and the learned language differ in some aspects the transfer of patterns might not be very productive. Should such a situation occur, help of a teacher is of use. Evidence provided by methodologists supports that theory, in addition indicating that students learn a foreign language focusing on the whole of the language as well as on its parts (Lynne 2001:15).

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It is generally accepted, that child who starts learning language at an early age is more likely to learn it perfectly than those who start learning second language after they reach puberty. This idea is called Critical Period Hypothesis. It is connected with the fact that young child’s brain does not lack in some devices which support acquiring first language. It is particularly true for pronunciation which will never be perfect if child starts learning a language after reaching puberty (Lynne 2001:13).
Two versions of this theory can be distinguished. According to the weak version student might still learn language with extreme difficulties and with varying results. On the other hand, the strong version says that if you start learning after achieving puberty student will never become a perfect speaker (Lightbown and Spada 1993:11).

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