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Uncovering Grammar
by Scott Thornbury
(Macmillan Heinemann)
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Review by Scott Shelton
Uncovering
Grammar, by Scott Thornbury, makes an extremely convincing
case for grammar as an emerging process, a process in which
the EFL teacher has an essential role; that of one who would
aid in activating this innate process, serving as guide, helping
to set up appropriate conditions, and interacting with learners
to eventually 'uncover' their grammar - ultimately activating
the process of generative grammar emergence.
In fact, so convinced is Thornbury of the need to view grammar
as a dynamic process, that he has coined a new term so that
it can be better expressed in such a way. Make way for: Grammaring!
Aside
from being impeccably researched, this book manages to connect
the dots in an extremely engaging way, enabling the author
to paint a clear picture of his holistic, generative view
of language emergence in an easy to follow, even exciting
manner, as it challenges concepts that many have long held
dear, and paves the way for a paradigm shift in not only the
way language acquisition is understood, but also the way language
is taught as a second language in our often structurally-heavy,
course book-laden-classrooms.
Thornbury takes the reader seamlessly from an introduction
of grammar as a process in the first chapter, to 'learning
to grammar' whereby the reader is invited to investigate what
grammar adds, by looking at where it is not. Several techniques
are discussed which are purported to aid in increasing the
complexity of a learner's language output while at the same
time, nudging them towards an appreciation of viewing grammar
as process. In chapter three, a case is made for grammar as
an innate mental process (Chomsky's universal grammar?) merely
in need of activation, and offers advice on the ELF teacher's
role in this learner-centred grammaring process. Noted specifically
is that of pointing the learner in the right direction through
language activities based on consciousness-raising, the noticing
of specific language features, and the impact they have on
meaning. Chapter four touches on the connections and implications
between metaphors of growth and unfolding, in both current
scientific theories of complex systems & processes, and
teaching. This results in an outline of a theory of language
emergence as a self-organizing system as related to other,
non-language based complex systems. In the final chapter of
'Uncovering Grammar', Thornbury looks at the wider
implications of a process and emergence view of grammar, and
its consequent effect on the practical world of teaching.
In
the final three chapters of this book, the reader is treated
to a variety of useful photocopiable materials based on the
assumptions laid out previously, and which reflect the necessary
shift in material design in order to faithfully guide our
learners towards activation of their own grammaring process.
A useful introduction is included as a preface to each collection
of activities, which are separated into three categories:
Grammaring tasks, Consciousness-raising tasks, and Grammar
emergence tasks. The reader will delight in the simplicity
and effectiveness of the activities included, and will no
doubt be inspired to create more along the same lines, as
you will, (I am sure), by now, be convinced of the value of
aiding your learners to begin Uncovering Grammar.
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