MODERN TECHNOLOGIES IN TEACHING GRAMMAR
Introduction or Framing the Issue
Technology impacts language education in the skill areas of listening,
speaking, reading, and
writing as well as all competencies (grammatical, sociolinguistic, discourse, and strategic). Given its role
in all these areas, grammar teaching with technology offers unique challenges as well as opportunities.
Before exploring considerations and options for teaching grammar
with technology, it will be useful to
define key terms as used in this entry. Dontcheva-Navratilova (2013) emphasizes the importance of
meaningful communication within language structure when she describes the study of grammar as “the
system of rules and principles underlying the form and meaning of words, phrases, clauses, and
sentences” (p. 1). Beyond sentences is discourse, which is crucial to meaningful communication.
Exploring grammar in discourse allows researchers and educators to analyze how meaning is conveyed
in context whilst also considering the motivation, intention, and purpose of the communicators
(Dontcheva-Navratilova, 2013). Many of the technological affordances for
grammar instruction are
made possible through the ability to analyze grammar in the context of larger discourse as well as
through expanded opportunities for learners to engage in the negotiation of meaning.
Structuring these learning environments, or grammar teaching, can be defined as “any
instructional technique that draws learners’ attention to some specific grammatical form in such a way
that it helps them either to understand it metalinguistically and/or process it in comprehension and/or
production so that they can internalize it” (Ellis, 2006, p. 84). Grammar instruction has thus moved
beyond the memorization of rules or dialogues and is more firmly situated
in helping learners develop
their communicative competence, necessitating tasks that allow for noticing and consciousness-raising
of grammatical forms and their usage. Communicative competence can be expanded to include
technology and considered as “the ability to communicate using readily accessible L2 technology aids …,
the ability to make appropriate linguistic choices in face-to-face, remote, written, and oral modes, and
the ability to choose appropriate technologies for communication and language learning” (Chappelle,
2009, p. 750). Educators are now looking to technology to address many of the challenges related to
teaching grammar from a meaning-based and communicative perspective, as well
as to teach English
more efficiently and effectively. These technologies can include a range of options from low-tech (for
example, audio recorders) through the interactive often-termed Web 2.0 technologies (for example,
wikis, blogs) to high-tech options now available (for example, speech recognition, virtual reality devices
or spaces) and into the increasingly intelligent options of the future (for example, gesturebased devices,
digital gaming). Regardless of the specific technology used for grammar teaching, the trend in language
education is to create innovative grammar tasks that are fully integrated into the course and use
intelligent and interactive technologies.
Trends within teaching grammar via computer-assisted language learning (CALL) can be
tied to the underlying learning and methodological assumptions made by the teacher, learner, or both,
as well as to the state of technology at that time.
Initially, computers could offer little more than drill or
structured-response activities (for example, fill-in-the-blank or multiple choice) as a review of
grammatical forms; these types of grammar exercise are still quite prevalent and appeal most to
teachers and learners who take a behavioristic view of language learning as manifested in the audio-
lingual method. While these resource-oriented exercises are useful for memorizing forms, they lack the
ability to engage students in grammar related to meaning or use. The rise of communicative language
teaching (CLT) combined with advances in technology has led to many options
for learning grammar in
context and focusing on meaning. Teachers can choose synchronous, or real-time, tools such as chat,
video conferencing, Twitter, or virtual learning environments; or, they can choose an asynchronous tool,
which is accessed in a different
time from when it was written, such as discussion boards, e-mail, blogs,
or listservs. Tools such as social networking sites or learning management systems (LMSs), some created
specifically for learning, are blurring these lines and offering even more opportunities for engagement
with authentic communication. Calls for students to direct their own learning led to resource
technologies such as English– English
dictionaries, bilingual dictionaries, translators, grammar checkers,
rule handbooks, or concordancers. While these resources offer increased autonomy to students, they
can also pose pedagogical challenges as teachers strive to educate students on best practices for using
technology for learning. An opportunity many of these tools provide is for teachers to individualize
instruction for both in- and out-of-class activities. Teachers benefit from increased understanding of
some of the frameworks or theories in using technology to teach grammar.