I am teaching English to lower secondary students. I have been facing the same problems on the part of my students too. Recently I spent 10 days to teach the different forms of tense and its use in sentences. I found that my students were making the errors similar to those I would make in school. They could produce correct structures but when it came to their use in speaking and writing, their sentences were replete with errors. The insights that I have got from this is that the problem lies in our traditional concept of teaching grammar, that is, teaching grammar means to have students learn the rules rather than use them in their speech and writing. If we use the same methods, problems are never solved. Teachers and students both should realize the fact that grammar is more than a set of formal rules. It is inseparable from meaning, function and context.

No doubt, there are different ways of teaching and learning grammar. Among them the communicative way can be the best one. Therefore, these days my main concern is how the communicative method can be best employed to teach and learn grammar. I find the similar concern in Master and Liu (2003) who conclude that the need to teach grammar has not really been a question for most teacher educators, how to teach grammar has been a great challenge due to the complexities of the subject matter and the difficulties in approaching it. As an English language teacher, I also feel that grammar teaching is a daunting task because I was taught grammar through traditional way but I have been studying that it should be taught through the approaches such as Communicative Approach and Task Based Approach.

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In the EFL setting like ours, grammar should be taught for and through communication. As a result, learners can develop all components of communicative competence in a balanced way. Grammar teaching should value the role of games, songs, stories and dialogs, realia, problem-solving activities, and communicative techniques such as role-play, simulation, and strip stories and so on. While doing so, such resources and techniques provide learners with opportunities to integrate grammar with vocabulary and all language skills.

The controversial questions in grammar teaching, as Ellis (2006) in the 40th anniversary issue of TESOL Quarterly pointed out, are what, when, and how. What is not a debatable issue, however, is that "[g]rammar, like death and taxes, is one of the few certainties in the life of a language teacher" (Maley, 2006, p. 3). Regardless of the context in which they teach, all language teachers must in one way or another attend to grammar because it is the skeleton of any language, a structure for language learners to use to convey meaning. Whether language teachers like teaching grammar or not, they cannot avoid dealing with it; in the process, however, many teachers find it challenging to make grammar interesting and fun.

Grammar, a new addition to the Resource Books for Teachers series by Oxford University Press, offers practical and engaging activities to assist both seasoned and novice teachers in teaching English grammar. The collection of activities in the book is rooted in Thornbury's extensive experience as an English language teacher and with his interactions with various practicing teachers, materials writers, and other grammar texts. The activities are based on both theoretically and practically sound principles that are not partial to any one methodological perspective; nevertheless, the principled activities are consonant with the postmethod approach to language teaching that seeks a multidimensional view of language pedagogy, taking into account the particularity of the social, cultural, and political contexts in which teaching and learning take place (Kumaravadivelu, 2006). Many other English grammar resource books present psycholinguistic perspectives on how grammar works (e.g., Celce-Murcia & Larsen-Freeman, 1999; Yule, 1998). This book's purpose, however, while offering rationales for emphasizing important and problematic grammar issues, is to provide valuable practical ideas for teaching grammar, activities that can fill a teacher's bag of tricks.

While traditional grammar-teaching texts primarily focus on word- and sentence-level grammar, this book covers grammar at three levels: word, sentence, and text. Thornbury strongly believes that grammar should not be studied as "single, decontextualized, sentences" because "most language in use occurs, not as sentences, but as cohesive text" (p. 103, emphasis in original). As such, text grammar (or discourse grammar) is also treated in this book in a way that at least some English language teachers will appreciate.

After a foreword by the series editor, Thornbury devotes a six-page introduction (pp. 5-10) to setting the stage for the rest of the book. He describes and illustrates the point, purpose, intended audience, and organization of the book. The point of the book, as Thornbury explains, is to look at grammar beyond sentence-level grammar, approaching it also from the word- and text-levels. The purpose of the book is then to offer its intended audience--practicing and novice teachers--how to teach these different levels of grammar in fun and motivating ways.

Each activity is labeled as follows: level, time, aims, materials, preparation, procedure, variations, follow-ups, and comments. While Thornbury provides detailed steps for engaging students in each activity, he reminds us that local teaching-learning settings and needs will ultimately determine the appropriateness of each activity. Teachers will appreciate the versatility of each activity; that is, each activity can be adapted to meet the needs of their particular curriculum, syllabus, and students. And beyond additional follow-up activities Thornbury also provides variations for teaching the same activity. A Comments section in which the author offers words of wisdom and other pedagogical suggestions is also included. The variations, follow-ups, and 62 concrete activities add up to well over 100 activities that can help teachers zest up their grammar teaching.

Lastly, although the author clearly argues for the need to focus on grammar in context, and thus provides a dozen activities for teaching text grammar, the number of activities devoted to discourse grammar is small compared to the activities offered for teaching word- and sentence-level grammar. Might we not expect reverse proportions when Thornbury cites the lack of such a grammar-in-context focus in traditional grammar treatments and in light of his two remarks cited earlier in this review?

Despite these limitations, the ideas and activities Thornbury offers for teaching grammar are creative, useful, motivating, and appealing. Additionally, the framework he provides for teaching grammar reflects his language teaching principles. Rather than following the traditional Presentation-Practice-Production paradigm, which he finds problematic in its close association with a particular teaching methodology that emphasizes a monolithic approach to language teaching (e.g., the audio-lingual method), his grammar-teaching framework closely reflects the field's current postmethod, eclectic teaching principles. Also, Thornbury's including form-focused activities associated with particular traditional and "designer" methods (Nunan, 1989), and his judicious use of invented sentences (rather than just authentic language) demonstrate his experience as a language teacher who appreciates effective activities regardless of their methodological associations. However, even these form-focused activities are followed up by communicative activities which also exhibit his multidimensional approach to language teaching. Both new and experienced language teachers serious about enriching the grammar-learning experience of their students will find the structure and ideas Thornbury provides in this book invaluable--hence, worth their investment.

Although not originally intended as a reference, the second edition of The Grammar Book was prepared with that purpose in mind, since the authors found out that many teachers were using their text as a reference grammar (p. 757). The teaching suggestions and bibliography at the end of each chapter make this book a valuable tool for teachers in the field as well as in a training program. In addition, the appendix and the indices help make this book useful for independent study. The appendix gives suggested answers to the [-1-] exercises, and the indices include a listing of the numerous scholars referred to in the text, the languages and language groups referred to in contrastive examples, as well as the words, phrases, and topics dealt with in explanations. This second edition is an even better resource than the first, with more information and more careful ordering of that information.

An important contribution to the emerging body of research-based knowledge about English grammar, this volume presents empirical studies along with syntheses and overviews of previous and ongoing work on the teaching and learning of grammar for learners of English as a second/foreign language. It explores a variety of approaches, including form-focused instruction, content and language integration, corpus-based lexicogrammatical approaches, and social perspectives on grammar instruction.

Nine chapter authors are Priority Research Grant or Doctoral Dissertation Grant awardees from The International Research Foundation for English Language Education (TIRF), and four overview chapters are written by well-known experts in English language education. Each research chapter addresses issues that motivated the research, the context of the research, data collection and analysis, findings and discussion, and implications for practice, policy, and future research. The TIRF-sponsored research was made possible by a generous gift from Betty Azar. This book honors her contributions to the field and recognizes her generosity in collaborating with TIRF to support research on English grammar. be457b7860

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