Grammar is traditionally taught as a separate block within the course of English. The result often is that the students successfully cope with grammatical drills and tests, but fail to use this perfectly drilled knowledge in speaking and writing activities, especially when discussing their professional topics and thus focusing on the content, rather than on the linguistic form. The roots of the problem seem to be in the disconnection of grammatical material with the content side. This paper aims to describe an experiment undertaken in a university class of English for law students where the discussion and practice of grammatical issues was based on the student’s home reading materials. The new technique allowed to relate grammar material to the particular contexts and topics the students were dealing with in other parts of the course, to fill grammatical structures with the vocabulary they were mastering and gradually make those structures part of the students’ own speech. The paper also provides specific examples of exercises and activities that were used in class and could be adapted to other language learning contexts.
Elena Amochkina, Moscow State Lomonosov University, Russia