Grammar Teaching

Introduction
Grammar teaching has always been one of the most controversial and least understood aspects of language teaching. The value of grammar instruction has been debated throughout the whole history of language teaching. Differences in attitude to the role of grammar underpin differences between methods. (Thornbury, 1999). Traditional methodologists state that knowledge of grammatical rules is essential for the mastery of language, favouring rule based grammar learning where theory and accuracy are most important. Whereas currently a more communicative approach seems to gain more popularity, where communication and fluency are key in learning. Many studies therefore have been done to measure the effect of different teaching methods.

Strict guidance is necessary, structure needs to be provided at large and teachers should be affirm in what they convey. Adolescents need a sensitive availability from their teachers, encouraging the children to be responsible, setting realistic limits and acknowledge their insecurities during this period full of change (Lewis & Narramore, 1990). Adolescents in this first phase may have had little or no exposure to a second language at all. Therefore maintaining the first language as a reference system in the learning of the second language may be necessity. Classes are therefore best taught in the mother tongue, with little active use of the target language. Translation from one language to another plays a certain part in language learning. In the Grammar-Translation Method for example, comparison between two languages helps the early adolescents to have a better understanding of the meaning of abstract words and complicated sentences. Furthermore, in grammar based teaching there is a clear structure for the adolescents. Much vocabulary for example, is taught in the form of lists of isolated words and long elaborate explanations of the intricacies of grammar are given. The grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. This way a strong basis is set for understanding, exploring and trying out the new vocabulary and sentences learned in a correct way. It is a strict and clear method with measurable results, which gives structure to the adolescents, security of their knowledge and a good basis for further learning. Without explicit grammar explanation, students will lack necessary knowledge of the target language in this early stage. As a result, they tend to produce utterances with a lot of