Does anyone in the group have any strong views about the relative
importance given to direct grammar instruction and testing at
different stages in the learning curve? How, if at all, is the
optimal timing and extent of direct grammar teaching/testing
affected by improvements in modern resources and technological
advances?

I'm convinced that nowadays learners are much more likely to enjoy
real progress when the earlier phases of the learning curve focus
more on encouraging understanding and communication - rather than
attempting to quickly teach and test grammatical correctness in too
many areas. The short-term results of this traditional approach may
be reasonable but the longer term ones are, I feel, open to question
… especially in relation to fossilized errors. Many of these errors,
I feel, result from attempting to teach and test grammar points too
quickly … before learners have any real understanding or "feel" for
the language. This traditional approach may lead to quite a lot of
short-term success in exercises that test the immediate
understanding of a particular framework … but how often does
this "success" really lead to long-term correctness and fluency?
What sort of success is short-term success?

Fossilized errors also lead to countless classroom situations where
teachers have felt the need to quickly repeat and retest a lot of
grammar points … at a time when a dominant desire among learners is
to communicate more freely. These situations are typically
frustrating for all concerned – and ones that, I feel, help to make
it more difficult for many learners to make significant progress
beyond some "intermediate" level.

Of course, there's no doubt that learning grammar is, and will
always remain, vitally important – but how much emphasis should be
put directly on this area at different stages in the learning curve
in today's world? What are the effects of the timing of that
emphasis on (i) the real rate of progress, (ii) the real end result
and (iii) student/teacher motivation?

Language learning possibilities have simply exploded since the
arrival of computers and the internet. The symbols and sounds of new
languages are now literally at our fingertips – to be seen and heard
whenever we want. It's now possible for many more people to learn
much more independently at a pace and level that suits their
individual abilities, needs and wants. Learning outside the
classroom can be much more authentic, effective and motivating than
ever before. Taking real advantage of these opportunities also
enables a much more interactive and cooperative use of learning time
within the classroom.

It seems to me that one of the inevitable consequences of improved
resources, global communication possibilities (and travel) is that -
(sooner or later) - language teaching methodology will place much
more emphasis on real and rapid vocabulary development … especially
for lower level learners. Such a shift in approach can only make the
learning process more efficient and enjoyable in today's world… (or
not?).

Well, my own opinions on this topic - and fossilization - are also
expressed in an article from EL Gazette (October 2003) that is now
available at …

http://www.wordsurfing.co.uk/130347/132147.html

I'm hoping that others might like to add their own views … either
here or on the WS site.

Best wishes
Will