Teaching Grammar in the English Language Classroom in Saudi Universities

Teaching English Grammar in non-native countries is an arduous task because of a number of factors causing the lack of motivation and concentration of the learner in acquiring the grammarbased inputs of the English language in the classroom. In view of the core issue this paper attempts to critically assess the situations and experiences the English language teachers and the students have to go through in teaching and learning grammar at the university level in Saudi Arabia and seek a solution to the crisis engulfing the potential growth of the English language learners. Of course, the picture presented here is not meant for a generalization in the context of all universities in the EFL or ESL countries. It mainly focuses on the problems typically facing the non-native learners in their efforts to master the grammar skills of the English language. The effectiveness of different approaches to the teaching of English Grammar to the relatively inattentive Saudi students is critically evaluated as well. As a matter of fact, this endeavor on my part can be treated as a study of an English Grammar teacher based on sincere and passionate observations in the English language classrooms in Saudi Arabia. Introduction: The grammarians have tried to define grammar in different ways suiting their own line of thoughts and logic. The mostly accepted definition so far is that of Oxford Advanced Learner’s Dictionary defining grammar as the rules in a language for changing the form of words and joining them into sentences. The role of Grammar in the acquisition process of the English language has been a debatable issue for the linguists, researchers and the classroom teachers over a long period of time. Some teachers emphasize on teaching grammar so much and to such an extent that they appear slavishly loyal to it. Others seem to ignore it so vehemently that they consider it a negative influence in the ESL or EFL learners’ overall production of the integrated skills of the English language. Having an extreme view in judging the role of grammar does not seem to be the right approach to the teaching and learning of the English grammar. As a matter of fact, grammar is not an end in itself but a substantial means to an end. Grammatical rules are nothing but hypothetical codes to initiate the process of communication in an orderly manner. Given the fact that language is an ever changing phenomenon, there should be flexibilities in determining and practicing the rules of grammar in the English language. We should bear in mind that the rules add formal beauty to the language and give authority and control to those who adhere to it. Hence, we should learn grammar as much as is necessary to protect the beauty of the language. The use of grammar is in no way harmful to the spirit of the language as well. Different strategies adopted by the teachers in the classroom in teaching English grammar have not so far met the desired level of expectation of the concerned authorities in the Saudi universities in general and Jazan university in particular. Creating a grammar friendly environment in the language classroom is the first TMIMT ,International Journal Vol. 2, Issue 1,June 2015, Available at:www.tmimtjournal. org 2 stepping forward for the teachers to help the learners in acquiring the grammar inputs as part of their linguistic development. Learners’ control over language with grammar and without grammar: An analogy may provide some input to clarify the disputed issue of controlling language with or without grammar. A little boy can switch on the TV and with the remote control in his hand; he can keep on changing channels until the desired one comes. In doing so, his primary goal of watching TV is served. But, if the TV is a little bit out of order, the boy cannot fix it up. On the contrary, the TV mechanics can both watch TV and fix things up accordingly. Of course, in the given situation the mechanics have more control than the boy and hence in a relatively advantageous situation to command things at their will. Students’ treatment of grammar in the English language classroom in Jazan University: As has been observed in the English language classroom in dealing grammar with the students of PYP(Preparatory Year Program) Jazan University, they are not naturally motivated to learn language as a consequence of which they feel increasingly frustrated when they are provided grammar lessons mostly based on drilling of exercises without a proper discourse. Their lack of motivation to learn grammar rules in isolation ends up in de-motivating them to learn language with a welcome gesture and true passion. Their lack of exposure to the basics of the English language at the elementary and secondary level creates a big vacuum to learn the language in true spirit. Their disinclination to the aspects of the language requiring analysis, penetration and deep concentration makes them uncomfortable in the process of the skills acquisition of the language. Their tendency to rote memorization and dependence on readymade materials altogether incapacitate them to approach language properly. Their tendency to follow short-cut to pursue English language leads them to approach grammar rather negatively. Unsuitable text-books, inappropriate testing methods detach them further from learning to know grammar rules in the classroom. Their conception of grammar not being a key component of the English language results in overlooking it in the English language learning process. Grammar contextualized in communicative approach to the English language learning in Headway does have little impact on them due to lack of cultural resemblance and proximity. TMIMT ,International Journal Vol. 2, Issue 1,June 2015, Available at:www.tmimtjournal. org 3 Teachers’ lack of skill, proper methodology and strategy obstruct them to learn grammar rules of the language in the classroom. Teachers’ lack of knowledge of the Arabic language to explain them the subtle aspects of the grammar rules of the English language work as a deterrence for them in the overall acquisition of the English language. Hectic class schedules of the learners and their specialization in different branches of learning lead them to ignore grammar in commercial perspective. Lack of planning and balance on the part of the course distributors propel the learners to develop aversion to learn grammar. Grammatical reasoning of the English language clashes with the pre-programmed grammatical order of the first language in their thought process. Learners’ tendency to learn something as fragments not as a whole contributes greatly to their lack of interest for grammar in the English language classrooms. Learners’ too much pre-occupation with the exam-related things deter them from learning grammar with necessary concentration and attention. The students’ lack of control and application of the acquired grammar knowledge: There is no denying the fact that there has been some improvement in the students’ level of proficiency in English grammar since they started taking skillbased courses in PYP, Jazan University. But nearly 70% of the students can not apply the acquired grammar knowledge in free hand writing. The reason being they don’t have the conscious control over their grammar knowledge. Most of them cannot write grammatically correct sentences even on a common topic. This is where the teaching of grammar skills has to be integrated in the other skills such as Reading, listening, writing etc. The items of English Grammar in which most of the learners of PYP, Jazan University make mistakes include tense, preposition and the function of various types of verbs in sentences such as finite, participle, modals etc. Of course, the knowledge of those grammatical items is imparted to the students in the classroom without a long term effect. Consequently, they cannot reproduce that knowledge in real life situations. Three may be a number of reasons for their lack of reproduction and application of the English grammar knowledge in practical situations. One vital reason is that the teachers don’t teach the students the anatomy of English sentences. For example, the students hardly know about the following grammatical terms which are vitally important for the working ability of the English language in practical purposes. 1. The use of Subordination. ( How the phrases and clauses are linked in a sentence) 2.The use of Coordination. ( How the independent clauses are linked by cohesive devices in a sentence) TMIMT ,International Journal Vol. 2, Issue 1,June 2015, Available at:www.tmimtjournal. org 4 3. The use of Absolute. (The part of the sentence having no grammatical link with the main clause) 4. The use of SPCA. (Subject, predication, object, complement) All English sentences revolve round the grammatical function stated above. Once the grammar teacher ensures that the learners master those formulas, it would be easy for the learners to reproduce them in appropriate situations. Another notable problem that hampers their grammar learning is their lack of knowledge of the structure and functioning of the phrases and clauses in a sentence. Often they don’t know the elements that determine the kind of a sentence. I tested some 31 PYP students in a grammar class on their basic understanding of the sentence structure. The following sentences were used as a model to ascertain their understanding of the clauses in a sentence. 1. One of the most notable gangs of robbers of that locality on that fearful night attacked Mr. Rahman the richest man of the village. Sentence Type: Number of clauses: 2. Do or die. Sentence Type: Number of clauses: 3. Do as I say. Sentence Type: Number of clauses: Nearly 90% of the students wrongly considered sentence 1. as simple and couldn’t find out the exact number of clauses. They have a silly notion that a big sentence is necessarily a complex or compound sentence. They lack the knowledge that a simple sentence can be