Grammar at low levels

What grammar do low level learners need to know and in what order?

I have talked about grammar at low levels in other posts, but a recent conversation with a colleague made me want to revisit the theme. We were talking about Outcomes beginner and their experience of using it. It was a generally positive feedback session, but one area of concern was that the order we presented grammar is somewhat ‘illogical’. The specific issues were around teaching the past simple at A0-A1 and the ‘late’ teaching of object pronouns (e.g. after the past simple in unit 8).

I understand the comments, but I’d say our choices are logical, just starting from different assumptions and principles.

The grammar (that institutions say) low level students ‘don’t need’

So is it the learners who don’t need past simple at low levels or is it our institutions? If you ask learners to talk about themselves, it won’t be long before they reach for a past form. But many low level learners don’t get many opportunities to express themselves, because the assumption is that they need to learn and practice prescribed grammar forms first. In many cases, a school may decide what that grammar is. And that is the grammar which will be in the end-of-year test. So it is logical fo a teacher to say that the learners don’t need this grammar or teaching it would be wasting classroom time. Some may say the school policy is determined by the coursebooks. Publishers would say it’s the opposite, which is why there are few beginner books like Outcomes!

I understand these institutional pressures and it is natural to want to spend more time on what the institutions syllabus / test dictates. But for a learner, I do think it is unhelpful in their long-term development to restrict encounters with forms in this way. I don’t expect students to be able to use past forms effectively at beginner – they won’t use any form particularly effectively! They are beginners. But perhaps when they do their A1-A2 course they will benefit from having had some encounters at A0-A1.

Grammar in the wrong order

What about the order of a presentation or grammar focus? Let’s take the cited example of object pronouns (me, you, him etc.). In Outcomes, they appear as a grammar focus in unit 8. There is at least one example of each of the object pronouns in the book previously. However, when I checked it was a surprisingly small number. That’s because exchanges at low levels, outside of ‘you’ and ‘me’, don’t require the of object pronouns very often. We will name the thing to start with, and the conversations don’t go far enough to require an object pronoun.

So we could argue that object pronouns are no more necessary than past forms. In many cases, a learner could simply use a noun or name, or perhaps just omit it. One of the examples in Outcomes is Can you help me? We could just teach Can you help?!

Grammar words rather than grammar system

The other assumption regarding the logic of the order, is that students need to understand the concept and ‘system’ of object pronouns before they can see or use one of them. Our assumption is that students can learn the ‘grammar’ as ‘words’ first and they may study the system later. At low levels some of this grammar will be single words (me / some / of / this). Often they will be part of a phrase like Can I help you? or word pair some water. They can also be part of a patterned chunk:

Do you like chocolate / playing sport / the class / Andrew / it / him?

Our main approach is that learners see these words or chunks within the context of short dialogues or exchanges. For example, students see Can I help you? (or Can you help me?) in a scenario of asking for something in a hotel or checking in. In Outcomes we teach it and them in the context of talking about food you are eating or going to eat (Do you like it?). Having this conversational frame will normally restrict how many forms of a piece of grammar learners need.

There is therefore no need to teach ALL the object pronouns. It is unlikely we are going to ask in a shop Can you help it? or choosing something to eat Do you like me / you /us?! In other words they don’t need the system yet. Our logic is therefore to stick to the word – maybe translate the grammar word or phrase as necessary. If there is no equivalent you might briefly explain the concept in the learners L1. Or just stick to a whole phrase translation to a similar whole phrase. However, a fuller focus on the system of object pronouns would distract from the communication at hand.

The problem of presenting and practising the ‘whole’ grammar at low levels

Following the logic of teaching object pronouns first can also lead to negative consequences. Typically teaching the system also involves practising the forms. We don’t just give a lecture about it. It is actually quite difficult to think of typical conversations at low levels where all the object pronouns would be practised. How do we practise them, then?

One scenario is we have lots of dialogues / exchanges from different situations which students complete with the appropriate pronoun. The problem is that early on in the course learners may not know enough language to cover these different situations. We could maybe ask the learners to replace a noun in a phrase with the correct object pronoun. It’s a bit mechanical and often means the learners own thoughts or feelings or communicative wants are excluded.

A successful example of presenting the whole system of object pronouns?

Sometimes we can present the full system within a single dialogue but the result is often just a bit weird. English File beginner has a good stab at this in Unit 7 (so not actually that much earlier than Outcomes). The scenario is someone directing a love scene in a film. I mean, it’s recognisable, it’s kind of funny in its corniness, but I’m not sure it really would help the students ‘get’ the system. How does it help them apply this system – when the dialogue is different to the the task the learners do at the end of the lesson? I’d say it could just as easily create anxiety and confusion.

What is absolutely certain it won’t lead to accurate use of the system … and to be clear neither will my approach! That’s because they are beginners and by definition they cannot be accurate when they engage in meaningful interactions. Given this assumption, my logic is to be less concerned about teaching the system first and stay focused on enabling genuine communication.

Object pronouns may be a particular case, but I’d say its actually true of most grammar at low levels. .

Does that mean no focus on grammar systems at low levels?

It’s an option, I guess. What do you think?

I will be posting a follow-up in our standout teachers community space. I will also be touching on these issues in a Standout Webinar on August 28th. You can access both if you are a Standout Teacher premium or basic member. If you are not a member you can join Basic for free. A premium membership starts for as little as £10 a month and gives full access to all our online courses and materials plus up to three live sessions a month. Click here to find out more.