Thoughts from Greece 2. Why do we need grammar?

It’s all Greek to me!

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I’m sitting in a bar on a remote island. There are very few English-speaking people around (just what I was looking for) and I’m trying to ‘acquire’ more Greek. But it’s not really working. I decide to whip out my iPad and amuse everyone by reading out loud the bizarre selection of words that my app has sent me:
‘textile’
‘tzaziki’
‘elastic band’
‘button’
‘coal’
‘Yiannis Parios’ (He’s a Greek singer, my waiter tells me- old people like him)

Apart from the questionable utility of the vocabulary, I find that I’m puzzled by the change of form of some of the words in the sample sentences. The verb for ‘see’ is βλέπο or ‘vlepo’ so why doesn’t the sample sentence (‘she can’t see without her glasses’) contain any word that remotely resembles ‘vlepo’?? And if ‘nostimo’ means ‘delicious’, then why does ‘itano stimotato’ mean ‘that was delicious’?? Which bit means ‘that’? Why does the adjective change? Do adjectives have a past form in Greek? Although the guys in the bar are very friendly,  I think these questions may be a tad annoying. So I don’t ask. 

The Lexical Approach

I find that I want and need someone to give me the ‘rules’. This a surprise for me, because I’m a great advocate of Lewis’s Lexical Approach to teaching grammar. He suggests that grammatical ‘rules’ should emerge from samples of authentic written or spoken language, rather than be taught. I have to say that it’s not working for me in Greek. I guess this is probably because:

  • There aren’t enough contextualised samples of the same lexeme/chunk/verb.
  • There’s no teacher to direct my attention to the samples and encourage “noticing”.
  • There’s no teacher to ask leading focus questions to help me work out the patterns, such as ‘Is it singular or plural’, ‘Are we talking about the present or the past?’.
  • Greek’s bloody difficult- many of the Greeks I’ve met have told me I should give up!

Conclusions

We still need grammar! It seems to make the whole language learning process a lot faster, especially in the beginning, so not using it would be pretty silly. As a beginner you are impatient to make sense of the new language and join its parts together. I see grammar as a network that connects the pieces of what would otherwise be a confusing maelstrom of lexemes. Perhaps grammar teaching should/could be seen as a ‘stabiliser’ that can slowly be removed as a learner progresses?

We still need teachers! 🙂 Over time…eventually…I’d probably acquire Greek, but a teacher can direct my attention towards the useful stuff, like how to conjugate the verb ‘see’, and away from the useless stuff, like Yiannis Parios!

 

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Author: Lindsey Clark

Currently following an MA programme in Applied Linguistics at Durham University, previously I was teaching in Italy (9 years) and the UK, next stop will be Greece. I'm a Cambridge speaking and writing examiner, a conference speaker, occasional teacher of Italian, aspiring author and always working hard at cultivating my own multilingualism. I'm particularly interested in student-centred approaches to preparing students for EFL exams. Other stuff I'm into: how English is really used by 'native' speakers (check out my Twitter account @ClarkLinz), using translation and L1, the Flipped Classroom, the Lexical Approach, and the usefulness and pitfalls of self-assessment.

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