What are the factors that contribute to successful practice of grammar?

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What are the three different views on grammar teaching?
The first view is that teaching grammar entails the formal explanation of grammar rules. While learners who receive a great deal of grammatical explanation will end up knowing quite a lot about the language, they will not necessarily be able to put the language to communicative effect. The second view is that teaching grammar is basically a matter of providing learners with practice in mastering common grammatical patterns through a process of analogy rather than explanation. The learners may become fluent in the structures they have been taught, but may not be able to use them appropriately in genuine communication outside the classroom. The third view is that teaching grammar is a matter of giving students the opportunity to use English in a variety of realistic situations. The disadvantage is that learners will not be able to provide explanations of the grammatical rules of the target language.
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What is the major difference between deductive learning of grammar and inductive learning of grammar?
A basic distinction in learning theory is between deductive learning and inductive learning. Deductive learning is an approach to language teaching in which learners are taught rules and given specific information about a language. They then apply these rules when they use the language. In contrast, in inductive learning learners are not taught grammatical or other types of rules directly but are left to discover or induce rules from their experience of using the language. The former is explicit teaching of grammar while the latter is implicit.
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In what sense can an understanding of the context of education contribute to language teaching and learning?
Teaching and learning a foreign language inevitably involves relationships between different aspects of life, and teaching English successfully is not just a question of method. Other things influence English language teaching (ELT) greatly. Refer to the nine variables discussed in the text.
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What are the main techniques used in a Grammar-Translation classroom?
A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives:
1) Reading,
2) Translation,
3) Deductive teaching of grammar,
4) Analysis and comparison,
5) Memorization,
6) Reading comprehension questions,
7) Written work such as fill-in-the-blanks, using new words to make up sentences, and so on.
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What are the advantages and disadvantages of grammar-translation method?
The main advantages of this method are: first, comparison between two languages helps students to have a better understanding of the meaning of abstract words and complicated sentences. Second, systematic study of grammatical rules plays an important role in fostering students' ability of reading comprehension and producing grammatically correct sentences. Understanding and manipulating the morphology and syntax will develop students' ability of analyzing and solving problems. Third, the focus on understanding literary texts provides the situation in which reading and writing abilities are well trained. Fourth, it makes few demands on teachers although it often creates frustration for students. It is relatively easy to apply.
Disadvantages in this method are: First, overemphasis on translation can never emancipate the learners from dependence on the first language. Second, knowing a large number of grammatical rules cannot ensure that students can use them appropriately in real communicative situation. Third, it puts too much emphasis on reading and writing and neglects listening and speaking. Fourth, the texts are mostly taken from literary works. The language learned often doesn't meet the practical needs of the learners. Fifth, memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.
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