Rules, Patterns and Words, Grammar and Lexis in English Language

Teaching,

by Dave Willis. Cambridge University Press

December 2003, 237 pages. ISBN 0 521 53619 7. Paperback 14.95 The title of this book may be rather off-putting for some. Until I read the first chapter, available on Internet, I had expected a rather dry, analytical grammar book. Chapter one, however sets a different scene. Willis focuses his grammar on the learner, not the formulae, recognising at the outset the gap between what is taught and what is learnt. The consequent emphasis on the learning process underlines his holistic rather than analytic approach to grammar. The author acknowledges, for example, that learning is unruly, something practising teachers know and many will be delighted to see incorporated into a grammar study. The books insistence that grammar is not a stand-alone reference but is a tool for communicating meaning once again gives a welcome humanistic sense to the study. Willis builds his grammar around clear assumptions. His five stage model of language development - improvisation, recognition, system building exploration and consolidation - is applied in each section and has detailed explanations as to how it will work with that particular part of language. However, the model itself may be incomplete because the author overlooks one critical phase: the influence of first language in the second language learning process. On the other hand, the application of his model of learning priorities the basic message, then communication to others, then selfpresentation (including accuracy) lends a dynamic approach to the grammatical explanations making them less abstract, more digestible. Some smaller assumptions, though, are open to criticism: Willis changes a written passage to show that the passive voice is more reader-friendly than the active voice. Many editors would disagree with this, preferring to couch written communication in the

active rather than the passive. I think many teachers would follow suit. I should also have liked to see the verbs of the senses figuring more prominently in the lexical items for consolidation, since they are basic to descriptive self-expression. Finally, the level of consolidation aimed at in the book will not come in the classroom for many learners but only with a visit to an English-speaking country. How many classroom learners, for example use the level of English required to use constructions such as, Hardly/seldom had I .? This is a book which has been crafted carefully, that is, with a care for readers and their learners. Willis is just as reader-centred as he asks teachers to be learner-centred. All the data given is well supported by figures, summaries, cross references and regular recycling, this latter a process he highly recommends in teaching language. Some of his imaginary examples of teacher-pupil dialogue, though, may be rather optimistic even at intermediate level. However Willis practises what he preaches in his book thus communicating his message twice over, as well as gaining our respect. The chapter on spoken language is rich in perspectives as to the difference between oral and written production. It is particularly engaging because of the leeway it offers to the speaker who is liberated from the tight, rule-bound perception associated with written composition. Descriptions and supporting examples of untidiness, vagueness, repetition, interactivity and ellipsis, all typical of conversation, will help teachers to turn speaking practice into a more spontaneous and enjoyable activity. One can only agree that Willis has gone a long way to achieving his goal of giving teachers the tools to awaken curiosity and selfreliance in their learners. Tom Maguire