05-0004ETF_OFBC_IFBC_CX2-ountain.PDFVIP

C i n dy G u n n a n d A n n M c C a ll u m U N I T E D A R A B E M I R A T E S A N D U N I T E D S T A T E S Climbing Grammar Mountain AN INTERACTIVE LEARNING EXPERIENCE S TEACHERS, WE ASKED OURSELVES OUR IMMEDIATE REACTION TO THE WORD grammar, and we came up with words such as challenging, important, and neces- A sary. Our students, however, when asked the same question on an informal sur- vey, responded with comments such as “suffering,” “boring,” and “No – not grammar!” When asked to reflect on how grammar was taught to them, most students replied that teachers used direct teaching, worksheets, or editing exer- cises to help students improve their grammar proficiency. We believe in the importance of teaching and learning grammar but have dis- covered that, although there is a place for direct teaching of rules, students are more responsive to alternate methods of learning English grammar skills. For example, we limit any direct teaching of grammar to pertinent mini lessons that empower students to make personal grammar connections. Games are another way to help students learn, review, and internalize various grammar structures. 38 V O L U M E 4 3 N U M B E R 4 2 0 0 5 E N G L I S H T E A C H I N G F O R U M Shameem and Tickoo (1999, ix) point out mar point or weakness currently being worked that: “Research shows that new language items on in class. This game, as presented, is app