Grammar items can be acquired incedently through the natural use of language for communication, yet my learners do not respond well interaction-based activitie and they constantly ask for grammar based lessons where the rules are explicitly explained.
I think that the hardest part of learning a new language is speaking the language - not so much due to vocabulary, but the complexity of creating the proper grammar. This is also true in writing, of course.
Because of this, it is not surprising that students are happier when they do not need to create sentences/statements that might be incorrect. It is much less stressful to memorize rules.
But the truth is that native speakers often do not use perfect grammar (depending on the language).
Jouhaina Ouachtati
What happens when form is the embodiment of function as it should? For instance, can you explain conditionals without teaching if- structures? I think what you mean teachers may be more tolerant of structural awkwardness at the very beginning of the learning in the hope that learners pick the correct forms along the way.
Set a good, simple example for them to mimic. Take it from there. If an error, get another student to correct. Not you!
I have learned languages both ways - both from a structured, grammar and rule based method, and via a more global approach. Both methods have their benefits and their drawbacks. The teaching method also depends on the goal of the language learner and how they plan to employ the language in the future. I have found that a more global, speaking based approach, reinforced with the appropriate grammar lessons has been the most effective and the fastest way to acquiring a useable measure of language. Good luck!
It is very important for teachers to make students aware of the importance of functions with regard to their utility and usage in authentic situations as the main purpose of learning a language is to use it to communicate in real life. Once students become aware of the purpose of learning a function, they will be motivated to know what structure(s) they need to use to express it.
Both form and function are important in order to be a proficient user of the language. However, I would say that the first goal for learners is to communicate. For that purpose, teachers must put students in scenarios where they really need to communicate in the target language, this is, use the language with a clear purpose. Teachers must provide the necessary vocabulary and structures to achieve the communicative goal. So function comes first, then accuracy and form come afterwards.
I would vote for function. Form is important, and you learn it through function. So, Function is more important than form.
In my opinion, it should be good and helpful if the teacher incorporates Function, Forms and Rule of the Grammar. If the teacher only focuses more on the forms and rules of the grammar, the student only tend to focus on the wrong and right part of the grammatical form. Thus, it will result in the lack of student performance and competency in using the grammar as a tool for communication. Teaching grammar from a functional perspective, I think it will help students to understand how the grammar and language works as they will apply it in their communication.
Based on research conducted by Reid (1991), the grammatical signs of the grammar facilitate the user to convey their intended messages. For example, a research conducted by Siti Afifah (2014) found that Past form of Modals not only convey time messages but it also conveys a reduced probability messages.
This is my opinion as ESL learners. You can take a look at the recommended books and articles.
Reid, W.H. (1991). Verb and Noun Number in English : A Functional Explanation. London and New York. Longman.
Siti Afifah Hashim., & Govindasamy, D. S. (2014). Past Form of Modals in Non-Past Contexts: A Semiotic Analysis. Procedia-Social and Behavioral Sciences, 208, 122-127. Retrieved November 5, 2020, from https://core.ac.uk/download/pdf/82098825.pdf
Gao, C. Z. (1997). Form, Function, and Meaning: Understanding/Teaching English Participles.
Tobin, Y. (1990). Semiotics and linguistics. Longman
I suppose the choice in L2 instruction is not between either form or function, since any L2 item will necessarily be a pairing of form and function (form/function). The question to me would be whether you start your instruction from the form-side of the L2 item and, while doing so, explain about the function-side - or whether you start from the function-side (by setting up a communicative activity in which your L2 learners have to express a certain meaning in order to achieve a goal) and then move on to explaining about the form-side (which is required to achieve this goal).
In terms of cognitive effort, I think it is much easier for students to start from form, because you are already given a solution to your communicative problem (so to speak) than starting from function (i.e., meaning that needs to be expressed), because then you still have to work out the form-side solution. In terms of teaching efficiency, however, I imagine that the second, problem-solving approach will be more effective in the long run (since more effort may equal more consolidation).
Form and function in grammar are complementary; you need to know or understand both. From the perspective of grammar, we have forms such as noun, verb, etc. They are functionally defined, i.e. their definitions depend on their functions. In another perspective, knowing the form is dormant without knowing the function. For instance the noun phrase "a cup of tea" in the sentence "I drank a cup of tea" performs the grammatical function known as object of the verb. It is necessary to know or understand both the form and the function. Certainly the next question to ask after identifying the form is what function it performs. So both form and function should be equally taught and, or learned.
I think you need both, but the function should act as 'live and useable' example of the use of the form. I have just uploaded a document I prepared for a talk some years ago on what we called 'using the target language'.
Further to that, regarding students' reluctance to role-play type exercises: I once did an end-of-course survey asking about their favourite and least favourite activities. I was astonished to find role play at the top of the favourite's list because they always groaned when they were asked to work on one. Yes, they agreed, they groaned because they knew it was going to be hard work, but they felt so good afterwards when they heard themselves actually using the language! Perhaps the moral of the story is not always to believe it when they groan, and perhaps to give them the option (not obligation) of recording their successful 'play' afterwards, so that other people can hear it too?
Well,teachers are supposed to focus on form because they are suupposed to be linguistically profecient and to deliver what is structurally well-formed and in a contextualized settings the function is given priority. Form and function is using approriate tools in the approriate setting.
It greatly depends on the students' needs and goals. If they are linguists / philologists, form cannot be ignored. On the other hand, function is crucial for developing communication skills. Reasonable balance between function and form is, perhaps, the best solution.
Well,teachers need to use both depending on the students needs and outcomes of the lesson,context and course.
The issue of form and meaning is debatable. The recent trend in applied linguistics research favors promoting 'focus on form' in learning L2. The work of Rod Ellis is highly recommended.
I think they are equally important.
the difference is according to the needs of the learners whether they want to be just speakers of the language or potential teachers.
Jouhaina Ouachtati,
A main goal in learning L2 is to use it accurately in meaningful communicative situations. Thus, form and function are inextricably connected in L2 learning. In ESL/EFL classes, students should know the rules of English (form) and should use them correctly and meaningfully in contexts (function). To that end, grammatical rules can be presented to students through communicative activities. Such an integrated form-focused instruction (FFI) has been preferred by English teachers and learners in different contexts (Valeo & Spada, 2015). I believe the integrated FFI can foster learners' linguistic competence (knowledge of rules) and communicative competence (actual performance) in English.
Valeo, A., & Spada, N. (2015). Is there a better time to focus on form? Teacher and learner views. TESOL Quarterly, 50(2), 314-339. https://doi.org/10.1002/tesq.222
Michael W. Marek
Thank you professor.
Much appreciation to every and each one of your advantageous answers.
It is imperative to see where L2/foreign language acquisition takes place. If L2ers are learning the target language in a natural situation where they need to be engaged with native/nonnatives residing in the target language, then it becomes mandatory to communicate with their interlocutors and focus on function comes first. In this case, the form or structure of the message can be learned incidentally. On the other hand, if the target language happens to be learned in a foreign country, like Iran, Germany, or France, then communication becomes less valued, and focus on the form gets priority to equip the language learners with syntactic tools to be able to convey the meaning/concept or function residing in their mind. Despite this distinction between the two contexts, the integration of both function and form can be more favorable in line with Communicative Language Teaching.
Form and function of a language coexist in a unique way to make a language valuable and create a beauty in communication. I think, in order to achieve a higher level of proficiency, a student should be taught both form and function of a language. Therefore, it can help to maximize the language's development of the student as the student able to use the right grammatical form within the most suitable context and communication can be more efficient.
A balance should be made between function and form in the English language, and the predominance of one over the other loses the meaning
In speaking classes, yes to some extent. Focus on structures will cause students in speaking classes to fear participation. However, notes should be taken for later consideration when there is a specified time for explaining grammar.
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