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Language in India www.languageinindia.comISSN 1930-2940 Vol. 17:11 November 2017

Dr. S. Jayanthi, M.A., M.Phil., Ph.D., Editor
Select Papers of the National Conference on Teaching of English Language and Literature
Sri S. Ramasamy Naidu Memorial College, Sattur 626203, Tamilnadu, India
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Three-Dimensional Grammar Framework
Jyothi Hymavathi Devi
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Grammar is an essential part of language teaching, and many a time, a challenging
task given the peculiar nature of it. The history of language teaching has witnessed a number
of grammar teaching methods which were evolved in line with the broader language teaching
methods existing at different points of time. There are various definitions of grammar. Here
are some: “Grammar is the business of taking a language to pieces, to see how it works”
(David Crystal, 2004). “... the entire system of a language, including its syntax, morphology,
semantics and phonology (Chalker & Weiner, 1994, p. 177). “Grammar teaching involves
any instructional technique that draws learners’ attention to some specific grammatical form
in such a way that it helps them either understand it metalinguistically and/or process it in
comprehension and/or production so that they can internalize it” (Ellis, 2006, p. 84).

Questions about Teaching Grammar

Sine long, there have been many questions posed by various people, in relation to
grammar teaching, which are worth answering, and quite significant in dealing with English
language teaching. While discussing these issues in detail, Ellis himself posed eight seminal
questions, and subsequently, answered them. The following are Ellis’ questions (2006); they
not only intrigued Ellis but also everybody who are genuinely interested in the present issue.

1. Should we teach grammar, or should we simply create the conditions by which

learners learn naturally?
2. What grammar should we teach?
3. When should we teach grammar? Is it best to teach grammar when learners
first start to learn an L2 or to wait until later when learners have already
acquired some linguistic competence?

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Language in Indiawww.languageinindia.comISSN 1930-294017:11November 2017
Dr. S. Jayanthi, M.A., M.Phil., Ph.D., Editor: Teaching of English Language and Literature
Jyothi Hymavathi Devi
Three-Dimensional Grammar Framework 41
4. Should grammar instruction be massed (i.e., the available teaching time be
concentrated into a short period) or distributed (i.e., the available teaching
time spread over a longer period)?
5. Should grammar instruction be intensive (e.g., cover a single grammatical
structure in a single lesson) or extensive (e.g., cover many grammatical
structures in a single lesson)?
6. Is there any value in teaching explicit grammatical knowledge?
7. Is there a best way to teach grammar for implicit knowledge?
8. Should grammar be taught in separate lessons or integrated into
communicative activities?
(Ellis, 2006, p. 84)

Some Frameworks to Teach Grammar

In the context of discussing ‘how’ grammar is to be taught, it is worth discussing a

framework evolved by Celce-Murcia and Larsen-Freeman (1999).This paper is an attempt to
present their ‘Three-Dimensional Grammar Framework’ and also how that has been
employed by the researchers to analyze some of the grammatical aspects. According to
Larsen-Freeman, teaching grammar enables language learners to use linguistic forms
‘accurately, meaningfully, and appropriately’ (Larsen-Freeman, 2001). Accordingly, the
framework has three components-form/structure, meaning/semantics, and use/pragmatics,
which are three important aspects of language. This is in accordance to Celce-Murcia and
Larsen-Freeman’s own definition of grammar, “Grammar is not merely a collection of forms
but rather involves the three dimensions of (morpho)syntax, semantics, and pragmatics.
Grammatical structures not only have a morphosysntactic form, they are also used to express
meaning (semantics) in context-appropriate use (pragmatics)” (Celce-Murcia and Larsen-
Freeman, 1999, p. 109). Primacy is given to meaning, the semantics and pragmatic aspects of
grammar/language, though form and structure are also given considerable importance.

The Three-Dimensional Framework

The Three-Dimensional Framework is a departure from traditional analysis of English

grammar as it encompasses the three dimensions of syntax, semantics and pragmatics unlike
other approaches to grammar teaching. This has been evolved keeping in view the

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Language in Indiawww.languageinindia.comISSN 1930-294017:11November 2017
Dr. S. Jayanthi, M.A., M.Phil., Ph.D., Editor: Teaching of English Language and Literature
Jyothi Hymavathi Devi
Three-Dimensional Grammar Framework 42
communicative aspect of grammar. Larsen-Freeman wanted to ‘encourage a balance between
grammar and communication’ (2001, p.251) and therefore came up with the framework of
‘Three-Dimensional Framework of Grammar’ which has been evolved in consonance with
the communicative approach to language which encourages language use over imparting
rules of language. In this connection, Freeman draws our attention to the research evidence
which proves the positive effect of focussing the learners’ attention on linguistic forms in the
context of communicative interactions.

In contrast, research has shown that researchers who focus students’ attention on
linguistic form during communicative interactions are more effective than those who
never focus on form or who only do so in decontextualized grammar lessons.
Spada and Lightbown 1993; Lightbown 1998
(As cited in Larsen-Freeman, Teaching Grammar, 2001,
p. 251)

Here, ‘grammatical form in communication interaction’ is a key phrase which brings

up the issue of ‘context’ in teaching grammar. This is looking at ‘form in/with context’ in
contrast to ‘form without context’. In this connection, the importance of context in teaching
grammar can also be seen in Nunan’s words, “If learners are not given opportunities to
explore grammar in context, it will be difficult for them to see how and why alternative forms
exist to express different communicative meanings”(1998, p.103).

The Three-Dimensional framework of grammar facilitates the usage of grammar

structures with accuracy, meaning and appropriateness (Celce-Murcia and Larsen-Freeman,
2001). Many English grammar text books overlook either of the above aspects which would
deprive the learners of successful communication. This framework also considers grammar as
a dynamic system rather a static one. The authors of this framework put forward it in the form
of a pie chart and the boundaries between these dimensions are permeable, and are indicated
by bidirectional arrows. As it was evolved, there is no hierarchy existing among these three
dimensions, rather, all the three are interconnected. The following pie chart explains the
framework.

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Language in Indiawww.languageinindia.comISSN 1930-294017:11November 2017
Dr. S. Jayanthi, M.A., M.Phil., Ph.D., Editor: Teaching of English Language and Literature
Jyothi Hymavathi Devi
Three-Dimensional Grammar Framework 43
Pie diagram depicting the Three-Dimensional Framework of grammar

Courtesy: Ozmen, (undated)

The three dimensions of the framework become three wedges in the diagram and are
interconnected by arrows which are not visible in the above diagram. Changes in one wedge
would affect changes in other wedges. The first dimension is ‘Form/Structure’ which
indicates Morphosyntactic and lexical patterns, and phonemic and graphemic patterns; the
second wedge, ‘Meaning/Semantics’ indicates lexical and grammatical meaning; and the
third wedge, ‘Use/Pragmatics’, indicates social context, linguistic discourse context, and
presuppositions about context.

The above framework can be understood with the help of the authors’ analysis of the
form of possessive case and phrasal verbs in English grammar. Celce-Murcia and Larsen-
Freeman went on to explain that the form of the possessive case in English is to be explained
in the first section of ‘form’ where it is explained that inflection is required to form
possessives. In the ‘meaning’ part of the framework, it is required to explain that the
possessive or genitive form, apart from its indication of possession, can also indicate
descriptions, amounts, relationship, part/whole and origin/agent. The final part of the
framework ‘use’ has to explain the usage of possessive. Here, ‘when do we use possessive?’
and ‘why do we use possessive?’ in English are to be explained. The usage of ’s, possessive
determiner (his, her, their), ‘of the’ are to be discussed. Similarly, the same framework was
employed by the authors to explain phrasal verbs in English.

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Language in Indiawww.languageinindia.comISSN 1930-294017:11November 2017
Dr. S. Jayanthi, M.A., M.Phil., Ph.D., Editor: Teaching of English Language and Literature
Jyothi Hymavathi Devi
Three-Dimensional Grammar Framework 44
Application Value of Three-Dimensional Framework

The application value of three-dimensional framework can be seen from the way it
has been applied to analyze some of the grammar texts. Macias (2010) employed this to
analyze grammatical aspects, as discussed by some course book writers. He explored the
three dimensions of form, meaning, and use of three-dimensional framework from the
perspective of English passive voice in two ELT course books (Macias, 2010, p. 331).The
two books selected for the analysis were Reward (Greenall, 1995) and New Headway (Soars,
1996). His analysis of the two ELT course books revealed that the first book, Reward
(Greenall, 1995), made explicit reference to form, and made reference to meaning and use to
only some extent. He found that more explicit and deductive approach was followed in this
course book. Only few activities appeared to focus on contextualized practice. The other
book New Headway (Greenall, 1995) focused predominantly on meaning and use. The
activities in this book were ‘seemingly consciousness-rising’ (Macias, 2010, p. 342). Macias
found that this framework is of great relevance in grammar teaching.

In the context of practical teaching of grammar in classrooms too, teachers can use
three-dimensional framework and achieve greater success in making grammar teaching more
meaningful as this framework contextualizes grammar.

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References

Celce-Murcia, M. & Larsen-Freeman, D. (with H. Williams). (1999). The Grammar book: An

ESL/EFL Teacher’s Course (2nd Edition). Boston, MA: Heinle & Heinle Publishers.

Chalker, S., & Weiner, E. (1994). Oxford Dictionary of English Grammar. New York:
Oxford University Press.

Ellis, Rod. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective in
TESOL Quarterly, Vol. 40, No. 1, March 2006.

Greenall, Simon. (1995). Reward. Macmillan Heinmann.

Larsen-Freeman, D. (2001).Teaching Grammar. In Celce-Murcia, M. (Ed.), Teaching English

as a Second or Foreign Language (pp. 251-266). Boston: Heinle & Heinle.
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Language in Indiawww.languageinindia.comISSN 1930-294017:11November 2017
Dr. S. Jayanthi, M.A., M.Phil., Ph.D., Editor: Teaching of English Language and Literature
Jyothi Hymavathi Devi
Three-Dimensional Grammar Framework 45
Liz and Soars, John.(1996). New Headway. Oxford.

Crystal, D. (2004). Rediscover Grammar (3rd edition). London: Longman.

Macias, Diego Fernando, (2010). An Exploration of a Three-Dimensional Grammar

Framework in Foreign Language Teaching: The Case of English. Language, 2010, 38 (2),
331-347. https://www.researchgate.net/publication/271386731.

Nunan, D. (1998). Teaching grammar in context. ELT Journal, 52 (2), 101-109.

Ozmen, Kemal Sinan. (Undated). Make them be aware, not Beware of Learning: The
Cognitive Therapy Technique (CTT) in adult EFL Classes.

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Jyothi Hymavathi Devi

Assistant Professor
Centre for English Language Studies
School of Humanities
University of Hyderabad
Hyderabad 500046
Telangana
India
[email protected]

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Language in Indiawww.languageinindia.comISSN 1930-294017:11November 2017
Dr. S. Jayanthi, M.A., M.Phil., Ph.D., Editor: Teaching of English Language and Literature
Jyothi Hymavathi Devi
Three-Dimensional Grammar Framework 46