Using Simple Poems to Teach Grammar
Hawanum Hussein


Teachers have been debating on what method is the best for teaching grammar for generations. A few prefer the old style discrete and explicit explanations of the English syntax while many prefer the Communication syllabus and the implicit teaching of grammar. This paper will discuss a blended approach and the use of simple poems to teach and reinforce grammar points as well as language structure
Introduction
Not many Malaysian English teachers relish the thought of teaching grammar due to the complexity and irregularities in the syntax of the English language. Teachers often ask what exactly is the best way to teach grammar? In the early days of grammar teaching, the grammar translation method required students to do the tedious tasks of translating sentences into English based on grammar rules. However, many critics found fault with this method as it was too methodical and arithmetic. Thus, students may end up constructing sentences that are grammatically correct but would be perceived as `unacceptable` by most native speakers. (Howatt 1984)
In the 1940s and 50s the audio-lingual method was popularized by behavioural psychologists such as Skinner and Watson. Teaching grammar was simply making students learn language habits through numerous drills and pattern practices.(Brown, 1994). But again, there were problems with this method as there was no focus or emphasis on "the intentions, thinking, conscious planning and internal processes of the learner" (Stern, 1984, p.305).
In the 1970s and 80s the Communicative Approach propelled by sociolinguists and the collective works of Krashen, Halliday and Hymes, replaced the audiolingual method. This approach focuses on meaning rather than form (grammar rules) as it was believed that it is meaning which drives language acquisition and development. Ellis (1994) noted in his review of research in the 1970s that much of the Communicative L2 teaching focussed on meaning only. In the 1980`s Malaysian schools embraced this communicative approach and Malaysian educators` own conundrum began. While the Communicative Approach simplified the teacher`s task, schools began seeing hordes of students who could provide `meaningful` sentences but which were often riddled with grammatical mistakes. The question teachers now often ask is whether a return to grammar teaching is necessary. If so, should grammar be taught implicitly or explicitly? Research indicates that a combination of form and meaning may be the best teaching approach. A research by Prabhu (cited by Beretta & Davis, 1985) showed that students who received meaning-based instruction did well on the meaning-based test but poorly on a discrete-point grammar test. Spada & Lightbrown (1993) postulated that "form focussed instruction and corrective feedback within the context of communicative interaction can contribute positively to second language development in both the short and long term" (p.205). This is supported by Celce-Murcia, Dornyei and Thurrell (1997) who suggest that the integration of form and meaning is gaining importance in what they refer to as the `principled communicative approach.` Musumeci (1997) went on further to say that students should learn grammar explicitly but should also be given the opportunity to practise them in communicative and authentic / simulated tasks.
For Malaysian students for which English is a second language, for effective communication, a knowledge of the rules is sorely needed. Pavel V. Sysoyev (2003) stresses this need for L2 students to receive both form and meaning, which he labelled as Integrative Grammar Teaching. Both fluency and accuracy are desirable and cannot be taught in isolation. This paper will discuss an integrated or blended approach to teaching and reinforcing grammar. For each kind of poem, specific teaching points will be highlighted. Classroom experience and management such as immediate feedback and correction will also be discussed.
Types of Poems Used in the Writing Class
The Intensive English Program at UNITEN is a preparatory, proficiency course designed for school leavers who wish to enroll in UNITEN. In the writing class, a series of poems were used to review and reinforce grammar rules the students should have `learnt` while in school. This was deemed necessary as most of the students have limited to average English proficiency. The majority were Malaysians but there were three Arab speaking students from Sudan and Yemen.
The following are writing activities adapted from Holmes and Moulton`s "Writing Simple Poems ."
Adjective Poems
Teaching Points
Adjectives
Adjectives after linking verbs
Basic sentence structure
Dictionary usage
The first few classes focused on parts of speech, and word class. The lesson began with a revision of the basic structure of an English sentence. To help them students use the structure, the adjective poem pattern was shown to them.
Pattern
Line 1 : Noun Line 2 : Same noun + is or are + adjective Line 3 : Same noun + is or are + adjective1, adjective 2 Line 4 : Is or are + adjective 1, adjective 2, adjective 3 Line 5 : Adjective 1, adjective 2, adjective 3, adjective 4 Line 6 : New related noun/
The following is an example of an adjective poem written and revised by a student :
Coffee
Coffee is bitter Coffee is bitter, marvelous Is bitter, marvelous, satisfying, Bitter, marvelous, satisfying, splendid.