DOCUMENT RESUME ED 289 349 FL 017 063 TITLE TESOL Newsletter, Vol. 19, 1985. INSTITUTION Teachers of English to Speakers of Other Languages. PUB DATE 85 NOTE 222p. PUB TYPE Collected Works - Serials (022) JOURNAL CIT TESOL Newsletter; v19 n1-6 Feb-Dec 1985 EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Classroom Techniques; Computer Software; Courseware; *English (Second Language); Federal Government; Foreign Countries; Grammar; Hearing Impairments; Language Standardization; Language Tests; Learning Strategies; *Listening Comprehension; Newsletters; Professional Associations; Reading Instruction; Scholarly Journals; Second Language Instruction; Surveys; Test Bias; Writing Instruction IDENTIFIERS Arizona ABSTRACT The 1985 volume of the Teachers of English to Speakers of Other Languages (TESOL) newsletter includes articles on the role of grammar in language teaching; teaching English in Spanish schools; software for English as a second language (ESL); ESL teacher employment overseas; reading in English for special purposes; ESL techniques for hearing-impaired students; internationalization and standardization of English; learner assessment through surveys; using a grid in beginning reading; language use in the classroom; principles of materials design; selection of reading for ESL students; overseas teaching; journals of interest in the field; federal initiatives; learning strategies; language testing bias; composition reformulation; bilingual teacher certification in Arizona; development of listening skills; computerizing intensive English; employment issues; and notetaking. Professional announcements, association notes, book and materials reviews, and . notes on successful teaching techniques are also presented. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ****************************************************************1,****** ':PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY i4a5 kg if TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U.S. DEPARTMENT OF EDUCATION Office o Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) kThis document has been reproduced as received from the person or organization originatingIt o WOO(changes have been made to improve reproduction Quality. Points °Now oropmonastated intnedocu- ment do not womanly represent official OERI position or teachirs of English to Speakers of Ottiet; kingii4ea. February 1985 Making Informed Decisions About the Role of Grammar in Language Teaching by Marianne Celce-Murcia University of California, Los Angeles There are currently two extreme posi-the fact that other teachers might be work- and learn best by formulating and testing tions in ESL concerning the teaching ofing with a different type of learner andhypotheses or "rules." Other learners have English grammar.' At one extreme, thefocusing on other instructional objectives. a holisti,, style and learn best by experienc- proponents of audio-lingualism (Lado, In reality there are many different typesing relevant data and doing little or no 1964) and methodologists such as Gattegno of ''Inguage learners and many differentanalysis. Young children, for example, tend (1972, 1976) argue that we must make pi .poses for learning ESL (Strevens, 1977). to be more holistic in their approach to grammar the core of our language instruc- Each teaching-learning context deserveslearning than adults. Also, when one is tion and that we must correct all student its own answer to the question of whetherbeginning to learn something completely .errors At the other extreme, methodolo-or not grammar should be emphasized.new and different, one tends to initially gists such as Krashen and Terrell (1983) There is no single right or,wrong position approach the new "object" holistically for tell us not to teach grammar explicitly andto take. Also, rather than two extremea time before feeling ready to do any not to correct any learner errors. choices, there is a continuum along which meaningful analysis. This suggests that learner variables such An oral version of this paper was presented at the Bay Area Regional CATESOL Conference in San Francisco on November 3, 1984. as age can be very important in helping Editor the ESL teacher decide whether or not it Given such conflicting professional ad- grammar becomes increasingly more im-will be of any use to focus on form. If your Vice, many ESL teachers are understand-portant or less important depending upon ESL students are young children, the most ably confused and frustrated. What shoulda number of learner variables and instruc-likely answer is "No." If your students are they do? Who should they believe? tional variables that each ESL teacheradolescents or adults, the answer is "May- When ESL teachers ask me which of the must carefully consider. be." Proficiency level is also a factor. If two extreme positions I prefer, I like to It is perhaps somewhat misleading to your ESL students are beginners, there is begin by reminding them of the tale aboutstare the issue as one of deciding whether the four blind men of Hindustan. As youor not to teach grammar. The issue is will recall, when the four blind men came whether accuracy of form is more impor- upon an elephant, each one touched atant or less important for the learner. In different part. The first one felt the tailthose cases where accuracy of form is 9-14 APRILWU NEW YORK HILTON HOTEL and concluded, "It's a rope." The secondrequired, it is important for the ESL teach- .It the side, and said, "It's a wall." Theer to know how to focus on form and tolittle point in focusing on form regardless thiti, after touching the ear, announced,know how to correct errors. Effectiveof their age. However, if your students tre "It's a fan." Finally, the fourth one felt the ways of focusing on form and of correctingat the intermediate or advanced level, it .trunk and decided, "It's a tree." errors will thus be discussed later in thismay well be necessary for you to do some Like the four blind men many of ur. inpaper. correction. ESL have very limited "feeling" for the The educational background of your (y) role of grammar in language teachiug be-Learner Variables ESL st idents is another noteworthy factor. 1;..3 cause we have dealt primarily with a cer- An observant ESL teacher does not needIf they are pre-literate with little formal :0 tain type of learner and with specific andto be told that students learn in differenteducation, then it is a waste of time and 4 instructional objectives. Yet we are ways. Research in educational psychologyeffort to focus on form. On the other 0 surprised when other ESL teachers express (see Cronbach and Snow, 1977, and Witkinhand, if your students are literate and well a completely different "feeling" regarding et al., 1977) suggests that there are at leasteducated, they may become frustrated IL the role of grammar in language teacaing. two distinct ways in which people canand annoyed if you do not provide ade- In other words, we have not appreciatedlearn anythingincluding second or for- quate opportunity for them to focus on the formal aspects of English. Itam referring specifically to the morphology and syntax of eign languages. Some learners, consciously 'English when I use the term ''grammar." or unconsciously, have an analytic style Continued on page 4 TN 2/85 ) BEST COPY AVAILABLE. Pfteadefeta Veteettde Nestle/ea Over the holidays my tifteen-year-old came and how as well as to think before and while we down with an infection we suspected to be act. Does what I am doing have to be done? strepsore throat, swollen glands, and fever.Will it make any difference? What effect will it We used the word "strep" casually, assuming have on the human beings in front of me? In ;IN that he knew what it was and that it was not a other words, "Know thyself" still holds true. life-threatening condition, although it was best I have been enjoying Norman Cousins' The to be treated. We checked our assumptions sP -; healing heart (Avon, 1983). Nothing about when he asked, "Will I need to have an opera- ESOL, but everything. His interest is in medi- "k"-Ltis- tion?" What does this have to do with ESOL? cine, medical ethics and doctor-patient relation- Nothing, and everything. ships. Conceined with patient recovery as a 1-N The other day when I had a minor spot joint doctorpatient venture, he says a lot that I removed from my hand, I overheard the doctor can relate to the ESOL classroom. For example, instruct the nurse: "Prepare a number 3 needle" Cousins advocates "potentiation" of the patient, which did not allay any fears I had of pain orand giving the patient the respect a human seriousness. What does this have to do with being should have. What does this have to do ESOL? Nothing, and everything. These two with ESOL? Nothing, and everything. I think. incidents simply illustrate the importance of you might enjoy the book. both the content and the manner of communica- Cousins notes how difficult it is to keep pace tion, and how our communications can eitherwith changes in medicine. There is a parallel in intensify or alleviate dread of a condition. I our field, and I think it is useful to remember A ; W. w. think that we can also consider educationalthat what was once held as unthinkable is now .04-11 status a condition, and the way that we approach acceptable. Thirty years ago who would have or communicate with learners is as crucial asthought of having a surgical patient up and how doctors approach us. Are we aware of the walking the day after an operation? Do you psychological and emotional implications our remember ideas that were "on the fringe" not communications have? many years ago when audiolingualism was the A long time ago when I first heard about only way? We have so many choices today that v* - iatrogenic diseases, those that are caused orwe are confused by what is "right". induced, quite unwittingly, by doctors, I won- In this note, I have already mentioned two dered whether there could be an analogousbooks which have evoked many long thoughts "pedagogenic distress syndrome".