How Is Grammar Learned?
Paul Nation · 2024
The learning of vocabulary depends on the focus of attention, the quantity of that attention, and the quality of that attention. These three aspects of attention can be expressed as principles. The same aspects and principles that apply to the learning of vocabulary apply to the learning of grammar, the major difference being that the deliberate learning of vocabulary results in both explicit and implicit knowledge at the same time. Giving deliberate attention to grammar typically results only in explicit knowledge, but this explicit knowledge can support the development of implicit knowledge. This chapter looks at ways of giving explicit attention to grammar but sets this within the broader framework of the four strands, showing that most of the learning of grammar for language use should occur through the use of language in the strands of meaning-focused input, meaning-focused output, and fluency development. Giving deliberate attention to grammar can involve memorizing and analyzing useful phrases and sentences for spoken and written production, deliberately pointing out grammatical features during intensive reading or when preparing for speaking or writing, teaching some grammatical features that can be used for self-checking written work or dictation activities, working with substitution tables, and pointing out grammatical differences between the L1 and L2. This chapter looks at how vocabulary is learned and then looks at grammar learning across the four strands, showing a range of practical activities that will help with the incidental and deliberate learning of grammar. Most grammar learning should occur largely incidentally through the meaning-focused strands of meaning-focused input, meaning-focused output, and fluency development, which all allow for brief deliberate foci on form and meaning. The deliberate learning of grammar in the language-focused learning strand should make up only a very small part of a language course. Such learning could include learning from feedback, self-monitoring, memorizing and analyzing multiword units and sentences, and raising awareness of grammatical patterns. This chapter also looks briefly at findings from frequency-based corpus studies of grammar that can provide the basis for a systematic and principled approach to deliberate learning and looks at the similarities between learning vocabulary and learning grammar. The chapter concludes with a very practical list of suggestions for teachers to support the learning of vocabulary and grammar.