In the literature on L2 grammar instruction, there is a notion that pre-planned focus on a given grammar structure will not lead to effective learning, and that grammar should only be taught at the point when the need for a structure emerges during a task. Some of the problems this poses are obvious. In a class of 30, one learner’s need might not correspond to another’s. Few teachers are able to give a clear and reliable explanation of every grammar point that pops up. There is no guarantee that the needs that happen to emerge over the length of a language course will correspond to the structures that the learners will need in their subsequent use of that language. But in any case, it has been found that there is no difference in effectiveness between integrating grammar teaching into tasks and separating grammar teaching from tasks.

How far do you agree with my aforementioned view? Use your theoretical analysis in Part 2 and contextual analysis in Part 3 as well as your own experience to support your view. Suggest when teaching grammar separately from communicative tasks is more effective and when the integrating grammar into communicative tasks is more effective. Why?

When learning any languages there is a question which always is mentioned, that is how is the best method which faculties set to improve student’s abilities. In the literature on L2 grammar instruction, there is notion that pre-planned focus on a given grammar structure will not lead to effective learning, and that grammar should only be taught at the point when the need for a structure emerges during a task. Is this way of thinking is true? Or the fact that in any case, it has been found that there is no difference in effectiveness between integrating grammar teaching into tasks and separating grammar teaching from tasks? Some of the problems this poses are obvious, because anyone want to find out the best way in teaching and learning. I personally think that I am not fully convinced with aforementioned view. I assume that for each different task, the teacher should use different teaching methods to achieve the best performance.

Need to have a separate method for each task in order to achieve the desired effect. Each task given its own objectives and no tasks have the same goal. To achieve expectations, the thing which needing to do is know how to apply the most appropriate way for each goal that we want to navigate to. If all tasks have the same methods, have led to the same results, so we need or do not divide the tasks? The answer is definitely no. In learning any language, integrating grammar teaching into tasks and separating grammar teaching from tasks are different methods, and of course, when used, they will lead to different results, and for different goals. So that, two that way can not bring about the same effect, and we can not equate them together.

In a class of 30, one learner’s need might not correspond to another’s. So, the faculties can not use the same way of teaching for all students. There are some students who want to develop their talking skills, but others want to learn to know standard structures. There are some students who wish improve their vocabulary, but others hope writing well… Learners’ need is various, so only methods of teaching can not meet all of them.

Few teachers are able to give a clear and reliable explanation of every grammar point that pops up. There are no faculties who know all. Therefore, for the questions of the studies, they can not all answer, also can not give all ways to help learners improve their skills; and a few meager methods is not enough.

 There is no guarantee that the needs that happen to emerge over the length of a language course will correspond to the structures that the learners will need in their subsequent use of that language. A language course is so long that does not mean the structures which the course provides are a lot. A language course is so long that does not mean the structures which the course provides are enough. A language course is so long that does not mean the structures which the course provides are standard. For use grammar so smoothly, methods of teaching and learning are extremely important. Teachers need to give students suitable tasks to improve their skills of using structures.

Rigid grammatical structure is not something to be used in normal communication. It would be ridiculous if it aims to develop writing skills in talking tasks. As we all know, in regular communication, people often use the shortened form sentences, slang, the phrase does not even follow standard grammar. Communication is a multi-dimensional dialogue that people can say things are not as certain structures, provided they can understand what partners say based on the context of communication. If using the grammar rules while talking, will cause the dialogue becomes lost nature, and makes talking people are far away from others. And so, it is obvious that, to achieve the goal to develop the ability to communicate, we need to make the task of training adaptability, as well as the ability to use slang and a shortened sentence. It would be unreasonable given tasks that have to use a fixed grammar in communication.

Conversely, we can not use language to communicate to the application of the normative. Used in legal documents such as statements, contracts, applications... are fully grammatical sentence structure, correct standard. Those documents that require high academic text in each: standard grammar, sentence clear, exact structure in the form… In writing, there is a one-way communication, so it needs a clear coherent in the choice of words as well as how to write sentences, to the best explanation for the reader to understand what you want to express. Using standard grammar sentences in writing is to express the formality of the text, and to show the sincerity, courtesy of the author. If we choose the sentences which are used only in normal communication to write, it shows a lack of understanding of the writers, also shows a lack of respect for the readers. Therefore, teachers can not require students to perform a talking task aims to improve the ability to write.

The question is repeated. When learning any languages, what is the best way which faculties set to improve student’s abilities? How tasks should teachers assign students for the best? Integrating grammar teaching into tasks or separating grammar teaching from tasks? I think we should use both of those methods, combine them together to the most effective.

First of all, to improve communication skills, teachers should assign to students the tasks that students can practice communicating in the most natural environment, the most comfortable and the least restrictive. In this case, they should not be assigned to the tasks related to grammar. Separating grammar teaching from tasks is the method which should be used for communication purposes. That helps students dismissed worries about grammar, focus on practice talking. From that, communication skills will be improved and learning to speak will be effective as expected. At that time, teaching grammar separately from communicative tasks is more effective.

Certainly, the method which should be used for the goal to improve writing skills is integrating grammar teaching into tasks. Why that? As mentioned above, standard structures are used in writing. Combining teach grammar and give learners the tasks about writing is nice way to complete grammar for them. Integrating grammar teaching into tasks not only helps students improving their writing skills, but also helps them practice using sentences which have correct structures. At that time, the integrating grammar into communicative tasks is more effective.

Integrating grammar teaching into tasks and separating grammar teaching from tasks are different methods in teaching languages. Using them lead to other effectiveness. Depending on the purpose of the lesson, teachers should bring suitable ways to the most effect. If knowing how to select the right time that make integrating grammar teaching into tasks or separating grammar teaching from tasks, or combining them, that will help students achieve the highest efficiency in teaching and learning language.