For an easier and more motivating use of grammar
“As we all know, the importance of grammar in foreign language teaching ...has been the most popular object of dispute among practitioners, didacticians and linguists since forever” (Thurmair 2010: 357). Moreover, the many comments from colleagues that it is becoming increasingly difficult to teach grammar, in our case French grammar, raise the following questions:
• how to make language teaching more effective,
• whether and in what form grammar teaching still makes sense and “can optimise acquisition processes” (Thurmair 2010: 357), through which learners acquire grammatical knowledge and skills,
• how to help learners understand grammar and acquire grammatical knowledge while motivating them to learn the language.
This is certainly not an easy task for teachers, but is a nice challenge! Since the last PISA debate and the associated negative comments on the actual teacher training, brain research has been given a new status in the field of didactics and pedagogy. In spite of critical voices, it must be admitted that neuroscientists have achieved valuable and exciting research results that are not in themselves a solution to the problems outlined above, but in combination with suitable didactic exercises can achieve good learning effects. Some concrete examples from French lessons will be used to illustrate this.
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