CHAPTER REPORT

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1. Course : The Study of EFL Methodology
2. Program : Graduate Program (S2) – English Education
3. Institution : IKIP Siliwangi
4. Student Name : PEPI SILVIA
5. Chapter Number and Title: Chapter 8 Grammar-David nunan
6. Source : Practical English Language Teaching (David Nunan
2003)
7. Week and Date : 10 (15 November 2024)
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1. INTRODUCTION
Grammar is generally thought to be a set of rules specifying the correct ordering
of words at the sentence level. The Longman Dictionary o f Applied Linguistics
defines it as “a description of the structure of a language and the way in which units
such as words and phrases are combined to produce sentences in the language”
(Richards, Platt and Weber, 1985). Sentences are acceptable if they follow the rules set
out by the grammar of the language. For example, in English, one rule states that “a
subject followed by a verb followed by an object” is grammatical. The sequence of
words “The bit dog man the” is ungrammatical because it violates this rule, while “The
dog bit the man” is grammatical because it obeys the rule. (The sentence “The man bit
the dog,” is grammatical, but would be considered unacceptable by many people for
other reasons.)
Grammarians distinguish between prescriptive grammars and descriptive
grammars. A prescriptive grammar lays down the law, saying what is right and what is
wrong. A descriptive grammar, on the other hand, sets out to describe the way that
people actually use language. In recent years, the trend has been away from
prescriptive and towards descriptive grammars.
Each of the following statements would be judged ungrammatical by prescriptive
grammarians. However, they were all produced by native speakers, and would
therefore find their way into descriptive grammar. In a recent study, the vast majority
of native speakers and advanced non-native speakers of English judged the statements
to be grammatically acceptable.
2. KEY CONCEPTS AND THEORIES
David Nunan focuses on effective approaches to teaching grammar in
language learning. Here’s a summary of the key concepts and theories
discussed:
● Explicit vs. Implicit Instruction: Explicit grammar teaching involves
direct explanation of rules, while implicit instruction allows learners to
absorb grammar through exposure and use, without overt teaching of
rules.
● Inductive vs. Deductive Learning: In the deductive approach, rules
are presented first, followed by examples. The inductive approach
involves presenting examples first, encouraging learners to derive the
rules themselves.
● Form-Focused Instruction (FFI): FFI integrates grammar instruction
with communication, either in isolated (separate) or integrated
(contextualized) forms, aiming to balance attention to form and
meaning.
● Noticing Hypothesis: Learners need to "notice" grammatical forms in
input before they can learn them effectively. This awareness is
essential for processing and acquiring new grammar.
● Communicative Language Teaching (CLT): CLT places grammar
within meaningful communication, focusing on grammar as a tool for
achieving communicative competence rather than as an isolated skill.
● Task-Based Language Teaching (TBLT): In TBLT, grammar supports
task completion, emphasizing real-life tasks that use grammar as a
tool within meaningful contexts rather than isolated practice.
● Error Correction and Feedback: Feedback on errors helps learners
refine their understanding. Techniques include explicit correction,
recasts, and metalinguistic feedback.
● Interlanguage Theory: Interlanguage refers to the learner’s evolving
understanding of grammar, which progresses through stages as they
approximate native-like accuracy.
 ● Integration with Language Skills: Grammar instruction is applied
across listening, speaking, reading, and writing to enhance practical
use in communication.
● Grammar for Meaning-Making: Grammar is presented as a resource
for creating meaning, emphasizing real-world use and communicative
function over strict rule adherence.

3. RELEVANT THEORIES

Effective grammar instruction in language teaching requires a

balance between various approaches and theories to accommodate
diverse learner needs. Explicit and implicit instruction offer contrasting
benefits, with explicit methods providing rule clarity and implicit
approaches fostering natural acquisition. Similarly, inductive and
deductive methods each have value, as the inductive approach promotes
active discovery while the deductive method provides structured
guidance. Form-Focused Instruction (FFI) and the Noticing Hypothesis
emphasize the importance of focusing on grammar within communicative
contexts, helping learners become more aware of and effectively
internalize structures. Communicative Competence Theory and Task-
Based Language Teaching (TBLT) further highlight the value of grammar
as a tool for real-life communication, underscoring the need to teach
grammar in ways that enhance learners’ practical language use. Lastly,
Interlanguage Theory recognizes learner errors as part of the natural
progression toward fluency, guiding teachers in supporting learners’
developmental stages. Together, these theories encourage a
comprehensive and adaptable approach to grammar teaching, aiming for
both grammatical accuracy and meaningful language use.

4. APPLICATION IN EFL CLASSROOM

David Nunan examines different strategies for teaching grammar

effectively in the EFL classroom, including the following approaches:
4.1 Explicit vs. Implicit Instruction

● Explicit Instruction: This involves direct teaching of grammatical

rules, providing clear explanations and examples. Learners are told
specifically what the rules are and how they function within
sentences. This approach is useful for students who benefit from
structured learning, as it helps them understand grammar forms
consciously and systematically.
● Implicit Instruction: In contrast, implicit instruction does not focus
on overt grammar explanations. Instead, it encourages learners to
pick up grammar intuitively through exposure to the language in
meaningful contexts, such as through reading, listening, or
communicative activities. The goal is for learners to internalize
grammar naturally, similar to how native speakers acquire grammar
without explicit rules.

4.2 Input Enhancement

Input enhancement is a technique used to draw learners’

attention to specific grammatical forms in the input they receive. It
involves modifying the input to make certain structures more
noticeable, such as by bolding, underlining, or highlighting specific
grammatical features in a text. This approach is grounded in the
idea that making grammar forms more visually prominent can help
learners notice them (related to Schmidt's Noticing Hypothesis),
which is a first step toward learning. For example, when teaching
the past tense, a teacher might bold all the past-tense verbs in a
reading passage.

4.3 Consciousness-Raising

Consciousness-raising activities are designed to make learners

aware of grammatical forms and their functions. Rather than
practicing grammar through drills, students analyze examples of
language to discover patterns and rules for themselves. This
approach encourages learners to notice grammar consciously and
helps them understand why particular structures are used.
 Consciousness-raising tasks could involve comparing sentences to
identify grammar rules, such as noticing when to use certain verb
tenses or identifying the correct usage of prepositions in different
contexts.

4.4 Grammar Dictation (or Dictogloss)

Grammar dictation, often referred to as Dictogloss, is a

collaborative technique that combines listening and grammar
practice. In this activity, the teacher reads a passage aloud, and
students listen and take notes. They then work together to
reconstruct the text as accurately as possible, paying attention to
the grammar used. This method allows learners to focus on both
form and meaning as they analyze language and attempt to
replicate the structure they heard. It is effective for promoting
attention to detail and reinforcing grammatical accuracy.

4.5 Garden Path

The Garden Path technique is based on the idea of leading

learners toward making errors intentionally to help them notice the
correct structure more effectively. This approach creates a sort of
"trap" where learners are likely to make mistakes, which the
teacher then uses as a teaching opportunity to highlight the correct
grammar. For example, when teaching irregular past tense verbs, a
teacher might present verbs that mostly follow regular -ed endings
before introducing irregular forms. When learners apply the regular
pattern to irregular verbs, they realize the exceptions, leading to
deeper learning through corrective feedback.

5. REFLECTION ON CLASSROOM PRACTICE

 a balanced approach to grammar instruction that incorporates both
explicit and implicit methods effectively meets the needs of diverse
learners. Explicit instruction clarifies complex rules, while implicit
instruction through conversation feels natural and engaging. Input
enhancement techniques, like highlighting grammar points in texts, subtly
draw attention to important structures without disrupting authentic
language experiences. Consciousness-raising activities promote active
learning and deeper understanding by encouraging students to discover
grammar rules independently. Grammar dictation (dictogloss) fosters
collaborative learning, combining listening, grammar, and teamwork, while
the Garden Path technique uses predictable errors to create memorable,
teachable moments. Lastly, integrating grammar within communicative
activities enhances student engagement by showing grammar as a tool for
real-life communication rather than isolated rules. Together, these
strategies build students' grammatical accuracy and fluency in meaningful
contexts.

6. CRITICAL ANALYSIS

Overall, Chapter 8 of Practical English Language Teaching by David

Nunan is an invaluable resource for grammar instruction in EFL
classrooms, offering a thoughtful balance of theory and practical
application. The chapter promotes a modern, communicative approach to
grammar, providing teachers with diverse methods to engage students
and build both accuracy and fluency. While the chapter could be enhanced
by deeper theoretical analysis, assessment strategies, and technological
integration, it remains a foundational guide for language teachers seeking
flexible, student-centered approaches to grammar.

7. PERSONAL INSIGHT AND OPINION

Chapter 8 of Practical English Language Teaching by David Nunan is
particularly insightful, as it bridges the gap between theory and practical
application for grammar instruction. Personally, I find Nunan’s balanced
approach between explicit and implicit instruction highly valuable. This
balance recognizes that while some students benefit from clear rules and
structured explanations, others may grasp grammar more naturally
 through immersion and use. This flexibility is essential for addressing the
varied needs and learning styles within a classroom.
One of my key takeaways from the chapter is the emphasis on
integrating grammar into communicative activities. In my experience,
students are often more motivated and engaged when grammar is
contextualized, seeing it as a tool for real communication rather than
isolated rules. This aligns with Nunan’s view that language should serve as
a medium for meaningful interaction, which also helps students apply their
knowledge in real-world contexts.
The practical techniques Nunan presents, like dictogloss and input
enhancement, resonate strongly with me. These methods promote active
learning and encourage students to notice grammar forms within
authentic language, rather than through repetitive drills. I also appreciate
the Garden Path technique, which lets students encounter grammar
exceptions naturally, creating memorable moments when they “discover”
the correct form after initially making an error. This method aligns well
with the concept of productive struggle, where learners gain deeper
understanding by working through initial mistakes.
However, one area that I think could enhance the chapter is a more
in-depth focus on assessment. It can be challenging to measure students’
grammar knowledge in communicative contexts without falling back on
traditional tests or drills. More guidance on evaluating grammar within
meaningful communication would be incredibly useful, especially as
communicative competence becomes increasingly prioritized in language
teaching.
Overall, this chapter has given me a more comprehensive view of
how to make grammar instruction both practical and communicative. It
has reinforced my belief that effective grammar teaching involves a
variety of approaches that adapt to student needs, building both accuracy
and fluency. Nunan’s insights encourage teachers to go beyond rote
learning and create a classroom environment where grammar is genuinely
meaningful and integrated into real communication.
8. CONCLUSION
In Practical English Language Teaching (2003), the chapter on
grammar emphasizes the importance of integrating grammar teaching
into communicative language instruction rather than teaching it in
 isolation. It highlights that grammar should be contextually relevant and
closely tied to meaningful communication rather than purely rule-based
memorization. This approach encourages learners to understand grammar
as a tool for effective language use. The chapter discusses methods to
balance explicit grammar instruction with opportunities for learners to
apply these structures naturally. It also provides practical strategies for
teachers to make grammar lessons engaging, adaptable, and focused on
real-world application.

9. REFERENCES

Batstone, R. (1994). Grammar. Oxford: Oxford University Press.

Celce-Murcia, M., & Larsen-Freeman, D. (1999). The Grammar Book: An

ESL/EFL Teacher's Course (2nd ed.). Boston: Heinle & Heinle.

Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University

Press.

Fotos, S., & Ellis, R. (1991). Communicating about Grammar: A Task-Based

Approach. TESOL Quarterly, 25(4), 605–628.

Larsen-Freeman, D. (2001). Teaching Grammar. In M. Celce-Murcia (Ed.),

Teaching English as a Second or Foreign Language (3rd ed., pp. 251-266).
Boston: Heinle & Heinle.

Long, M., & Robinson, P. (1998). Focus on Form: Theory, Research, and
Practice. In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom
Second Language Acquisition (pp. 15–41). Cambridge: Cambridge
University Press.

Nunan, D. (1998). Language Teaching Methodology: A Textbook for

Teachers. London: Prentice Hall.

Thornbury, S. (1999). How to Teach Grammar. Harlow: Longman.