What are the most common challenges language teachers face in teaching grammar to adult learners?

Teaching adults implies several primary considerations for any teacher, see the work of Jane Vella in this regard. One consideration is that adults want control over their learning and this implies that even though language learning (based on current SLA research) shold be based unconscious and procedural knowledge focused approached - adults want to control and to know the reasoning behind why things are, as they are. So teachers are challenged with adults to offer grammatical explanations to students and take a more explicit approach to language teaching. The biggest challenge in that is offering up clear explanations that are easily understandable and digestable so adults can activate their metacognition (thinking about learning).

Some of the most common challenges faced by adult learners are (Ellis, 2006; Nunan, 2010; Ur, 2012). 1. Motivating adult learners to engage with grammar rules and exercises, especially if they have negative experiences or beliefs about grammar learning from their previous education. 2. Adapting the grammar instruction to the learners' needs, goals, levels and interests while also following the curriculum and standards of the institution or program. 3. Balancing the explicit and implicit teaching of grammar and the deductive and inductive approaches to provide the learners with clear explanations and meaningful practice in context. 4. Providing effective feedback and correction on the adult learners' grammatical errors.

Well said, Jarrad Merlo. Most language teaching becomes menacing because of the emphasis on grammar.Remember that most learners never reach B1 in the CEFR as was demonstrated last century when BBC tried to engage students in reaching the Threshold level (later renamed B1). By a careful analysis of the CEFR descriptors for the levels up to A2 we found there is very little grammar needed to communicate effectively at A1 and A2. It is only by B1 that grammar gradually takes more importance. In fact by the high end of B1 50% of all English grammar structures are needed to perform the language tasks as apparent from the B1 descriptors (can-do statements). In stead of worrying learners about grammar make sure they acquire useful word meanings.

Adult learners need to be aware of how their own native language can help and impair their ability to learn new grammar rules.

Grammar, with its intricate rules, can often intimidate learners. I've found that breaking down these complexities into digestible parts can make the learning process more approachable and less daunting for my students.

One of the things which becomes very hard to tackle is the L1 interference while learning L2. Another difficulty that arises is related to rectifying fossilised errors which are engraved upon their minds.

Maintaining structure within the lesson material can help to avoid overwhelming students. I set a clear objective for each lesson including the grammar rule that I plan to teach and the exercises that we will practice to reinforce this rule. I also find visual charts such as tables breaking down grammatical parts into a formula to be helpful. This can make the grammar rule more palatable and easier to understand.

There is also the toss up between teaching specific points of grammar because they need to be taught, or teaching them when they come up. Some people like to be told we’re doing the present perfect today (every French person’s dream tense). Others prefer the approach of looking at it when it comes up naturally. Of course, a good teacher can always make it up come up naturally. ??

It is best to teach the students the application and usage. Practical skills to enhance their ability to understand the form of a word, and the usage makes a difference and impact too. More over practice is the key here when more exercises, roleplays, conversations, quizzes and games in knowing the concepts better in the context to the situation as situational requirement is important.

Applying the grammatical structure to a relatable context will help the student to see the value of learning grammar. For example, if the student works in marketing, developing exercises incorporating the grammar rule into a roleplay scenario they may encounter at work will allow the student to see the practical value of using the grammatical structure.

Some common challenges teachers face in teaching grammar to adults include: 1. Overcoming negative past experiences with grammar instruction. 2. Addressing diverse learning styles and proficiency levels. 3. Finding engaging and relevant ways to teach grammar concepts. 4. Balancing the need for explicit instruction with the desire for communicative practice. 5. Addressing the influence of learners' first languages on their grammar acquisition.

I think that the relevance of grammar is the central question today. Why do we still need grammatical knowledge from the past? Does it really still help us to understand language and even learn it better? We are in a new age. We have moved away from perfectionism in grammatical structures to use-orientated practical language actions for good communication. But now with AI and prompt engineering, language models that simulate language and mimic patterns, we are also moving away from that. This brings us to the really exciting question of what will be new. Will there be a generative AI grammar of the right question and the correct answer?

I love this Lexical Lab (Hugh Dellar & Andrew Walkley) quote: "Without grammar you can say little, without lexis you can say nothing." Grammar relevance in a nutshell. That said, it does NOT imply that you need lots of grammar yet even more vocab. The starting point is getting the typical pattern of English across. An important focus point is L1 interference. After that, there's often little point in offering more and more grammar - unless a specific context or purpose makes it a point of interest. Usually, less is more.

As a warm up activity, I like to develop grammatically incorrect expressions for the student to identify the error and correct the sentence. This reminds the student of the importance of practicing newly learned structures and also serves the purpose of helping me to gauge their understanding.

Grammar practice is crucial when learning a new language and if you could interact or travel it will be the best decision because of live grammar learning since there will be a huge difference between theoretically learning from practice learning. Also reading is a recommended practice which will be a great help for vocabulary. Also try to listen to music you will learn native expressions. Thank you :)

Continuous engagement is key to grammar mastery. In my teaching, I incorporate a variety of interactive methods to ensure that practice remains a consistent and dynamic part of the learning experience.

As a practice exercise, I encourage my students to pick up a specific grammar topic and prepare to explain it to the class. This practice not only strengthens their learning but also cultivates their confidence in the language.

I never focus that much on grammar, I agree it's important to learn about that, but not only it! Students need to learn with real life examples, learn how to communicate in English. If they focus only on mastering grammar, learning becomes boring and they give up. We as teachers and mentors need to empower our students to communicate with other people in English and don't worry too much about mistakes, because in real life foreigners don't care, students need to feel confident because any communication is better than perfection.

The way grammar knowledge is evaluated can significantly impact a learner's confidence. I strive to create a supportive assessment environment that focuses on progress and understanding rather than merely testing for testing's sake.

It is important to take into account various aspects when it comes to teaching grammar. One such aspect is the context in which grammar is presented. I have observed that when we teach grammar in a way that is relevant to our students' lives, it becomes easier for them to connect with the content. In this regard, thoughtful considerations can go a long way in making grammar lessons more effective.

Grammar resources tend to focus on grammar more than on the language it serves, thus suggesting that the grammar is the target. But grammar is a TOOL, not a goal in itself. The English LANGUAGE is the top resource. Grammar is a tool and should HELP, not hinder. So whenever that grammar tool becomes the target, it ceases to be a good tool.

My most consistent grammar resource at this time is English for Everyone: English Grammar Guide. This textbook takes complex grammar rules and turns them into easily digestible material using formulas and plenty of visual aids.

The right resources are crucial for effective grammar teaching. Throughout my career, I have curated a collection of materials that are not only informative but also engaging, to support my learners' journeys.

this is based on my personal experience: English serves as a global language, integral to school curricula across much of the world. However, a issue lies in the outdated nature of many educational programs. This leads to adults possessing what I call 'broken knowledge' of English, wherein they grasp some concepts, not all. Filling these gaps, particularly in sub-skills like grammar, presents a significant challenge for educators. To address this, teachers must adapt their teaching methods, identify and address knowledge gaps, support learners' emotional well-being and confidence, and introduce innovative approaches to grammar instructions to them, moving away from traditional methods like grammar translation.

I've observed that a collaborative learning atmosphere can enhance grammar acquisition among adults. By encouraging interaction and the sharing of knowledge, the classroom becomes a thriving community of learners, all supporting one another's linguistic growth

I think teaching grammar is inseparable at any stage of language learning at all levels and ages adults and children with different techniques that suit the age of the learner. I am much against the “no grammar trend” and just hearing a babble of sounds

Interference of mother tongue or first language and tendency to constantly think in terms of the native or already known language(s), often subconsciously.

We show the people we are when we use language to express thoughts, to argue about topics, to “steal the floor” in discussions, etc… Adults already possess high capacity in their mother tongue and it takes quite some time for them to feel comfortable in the new language. The feeling of frustration is visible, the fear of making mistakes in the group is painful, and on top of everything, the “English studying” part of their lives is definitely not the priority