Grammar: how to tame the unruly beast

Simon Buckland
A young child sat at a desk in a classroom writing

Grammar, which knows how to control even kings?- ѴDZ

When you think of grammar, rule is probably the first word that pops into your mind. Certainly the traditional view of grammar is that its about the rules of language. Indeed, not so long ago, teaching a language meant just teaching grammatical rules, plus perhaps a few vocabulary lists. However, Im going to suggest that theres actually no such thing as a grammatical rule.

To show you what I mean, lets take the comparative of adjectives: bigger, smaller, more useful, more interesting, etc. We might start with a simple rule: for adjectives with one syllable, add -er, and for adjectives with two or more syllables, use more + adjective.

But this doesnt quite work: yes, we say more useful, but we also say cleverer, and prettier. OK then, suppose we modify the rule. Lets also say that for two-syllable adjectives ending in -y or -er you add -er.

Unfortunately, this doesnt quite work either: we do say cleverer, but we also say more sober and more proper. And there are problems with some of the one-syllable adjectives too: we say more real and more whole rather than realer or wholer. If we modify the rule to fit these exceptions, it will be half a page long, and anyway, if we keep looking well find yet more exceptions. This happens repeatedly in English grammar. Very often, rules seem so full of exceptions that theyre just not all that helpful.

And theres another big problem with the rule approach: it doesnt tell you what the structure is actually used for, even with something as obvious as the comparative of adjectives. You might assume that its used for comparing things: My house is smaller than Marys; John is more attractive than Stephen. But look at this: The harder you work, the more money you make. Or this: London is getting more and more crowded. Both sentences use comparative adjectives, but theyre not directly comparing two things.

What were actually looking at here is not a rule but several overlapping patterns, or paradigms to use the correct technical term:

  1. adjective + -er + than
  2. more + adjective + than
  3. parallel comparative adjectives: the + comparative adjective 1 the + comparative adjective 2
  4. repeated comparative adjective: adjective + -er + and + adjective + -er/more and more + adjective

This picture is more accurate, but it looks abstract and technical. Its a long way from what we actually teach these days and the way we teach it, which tends to be organized around learning objectives and measurable outcomes, such as: By the end of this lesson (or module) my students should be able to compare their own possessions with someone elses possessions. So were not teaching our students to memorize a rule or even to manipulate a pattern; were teaching them to actually do something in the real world. And, of course, were teaching it at a level appropriate for the students level.

So, to come back to grammar, once weve established our overall lesson or module objective, here are some of the things were going to need to know.

  • What grammatical forms (patterns) can be used to express this objective?
  • Which ones are appropriate for the level of my students? Are there some that they should already know, or should I teach them in this lesson?
  • What do the forms look like in practice? What would be some good examples?

Existing grammar textbooks generally dont provide all this information; in particular, theyre very vague about level. Often they dont even put grammar structures into specific CEFR levels but into a range, e.g. A1/A2 or A2/B1, and none fully integrates grammar with overall learning objectives.

At app, weve set ourselves the goal of addressing these issues by developing a new type of grammar resource for English teachers and learners that:

  • Is based on the Global Scale of English with its precise gradation of developing learner proficiency
  • Is built on the Council of Europe language syllabuses, linking grammar to CEFR level and to language functions
  • Uses international teams of language experts to review the structures and assess their levels

We include grammar in the GSE Teacher Toolkit, and you can use it to:

  • Search for grammar structures either by GSE or CEFR level
  • Search for grammar structures by keyword or grammatical category/part of speech
  • Find out at which level a given grammar structure should be taught
  • Find out which grammar structures support a given learning objective
  • Find out which learning objectives are related to a given grammar structure
  • Get examples for any given grammar structure
  • Get free teaching materials for many of the grammar structures

Think of it as an open-access resource for anyone teaching English and designing a curriculum.

More blogs from app

  • Expressing love around the world: Interesting facts and how to say "I love you" in different languages

    By Sam Colley
    Reading time: 5 minutes

    Love is a universal language that transcends borders, cultures and languages. For those learning another language, understanding how to express love in various tongues can be both fascinating and useful. Whether you're planning to travel, connect with friends from different backgrounds, or simply expand your linguistic repertoire, knowing how to say "I love you" in different languages as well as the cultural context, can be a beautiful way to show appreciation and affection. Let's take a look at some of the many ways to express this timeless sentiment and some interesting facts.

    1. Cultural nuances:

    In many cultures, the way you express love can carry different weights and meanings. For example, in Japanese, "ۤƤ" (aishiteru) is a very strong expression of love, often reserved for serious relationships, whereas "ä" (daisuki) is more commonly used among friends and family.
    However, French, often called the language of love, uses "je t'aime" to express love as a romantic phrase that can be used for both partners and close family members.

    2. Gender differences:

    Some languages have gender-specific ways of saying "I love you." For instance, in Arabic, "????" (a?ibbuka) is used when a woman says "I love you" to a man, and "????" (a?ibbuki) is used when a man says it to a woman. Similarly, in Hindi, men say "??? ????? ????? ???? ???" (main tumse pyaar karta hoon) and women say "??? ????? ????? ???? ???" (main tumse pyaar karti hoon).

    3. Formal vs. informal:

    Some languages have formal and informal ways of expressing love. In Spanish, "te amo" is more formal and used for romantic love, while "te quiero" is more casual and can be used for friends and family.
    ?

  • Understand your English level

    By Sam Colley
    Reading time: 4 minutes

    Learning English as a second language is a journey that can be fun and tough. A key part of this journey is knowing your current skill level. The Global Scale of English (GSE) helps learners check their skills. The GSE is a scale from 10 to 90 that measures English ability. It gives clear information about what learners can do at each level. In this blog, well look at how to find out your English level using GSE scores, levels, and "I can..." statements.

    Why understanding your English level matters

    You may wonder, Why is it important for me to know my language level? If you start studying without knowing your skill level, you might feel overwhelmed, frustrated, or find learning too easy and be put off or not make any learning progress.
    Knowing your English level helps you in many ways, such as to:

    1. Set realistic goals: Tailor your learning objectives to your current abilities.
    2. Choose appropriate materials: Select books, courses, and resources that match your proficiency.
    3. Track progress: Measure improvement over time and stay motivated.

    GSE levels and what they mean

    The GSE levels range from Starter to Expert, each with specific "I can..." statements that describe what you should be able to do at that level. Heres a breakdown of each level, along with some practical examples:

  • Teacher and primary school students colouring

    Planning effective ESL lessons for the upcoming year: Tips and ideas for teachers

    By Sam Colley
    Reading time: 4 minutes

    As the new year approaches, it's the perfect time to reflect on our teaching practices and plan engaging, effective lessons for our English as a Second Language (ESL) students. Thoughtfully crafted lesson plans can make a significant difference in the learning outcomes and engagement levels of your students. Whether you're teaching young children, teenagers, or adults, the principles of effective lesson planning remain consistent. Here are some ideas, hints and tips to help you create dynamic and successful ESL lessons for students of all ages.

    Start with clear learning objectives

    Begin each lesson with clear, achievable objectives. What do you want your students to learn by the end of the lesson? Objectives provide a roadmap for both you and your students, ensuring that everyone is focused and aware of the goals. For example, an objective might be "Students will be able to use past tense verbs to describe their weekend activities." Clear objectives provide direction and help you measure student progress.

    Incorporate a variety of activities

    To cater to different learning styles and keep students engaged, incorporate a mix of teaching methods and activities. Here are a few ideas:

    • Listening: Use audio recordings, songs, or podcasts to improve listening skills.
    • Speaking: Organize pair or group discussions, role-plays, or presentations to enhance speaking abilities.
    • Reading: Provide a variety of texts such as articles, short stories, or dialogues.
    • Writing: Assign tasks like journal entries, essays, or creative writing exercises.
    • Homework activities: For something outside of the classroom, a nature walk or a recipe can be used to help learn specific vocabulary.

    Use authentic materials

    Authentic materialssuch as newspapers, menus, brochures and videosexpose students to real-world language and contexts. These materials can make lessons more interesting and relevant, helping students see the practical application of their language skills. Even better, theyre everywhere, so easy to find. Here are some more suggestions for how to select and use authentic materials in your English language teaching.

    Integrate technology

    Teachers are already used to leveraging technology to enhance lessons utilizing online resources, language learning apps and interactive platforms to create a dynamic learning environment. Why not take this a step further by using AI to create your own resources. Take a look at our blog on How to make the most of AI in the classroom for some more ideas.
    ?