He wrote that the Chinese language is unique in that it can be learned without conscientiously studying grammar. To the contrary, all native speakers can and do learn their native language without “conscientiously” studying grammar.

He then said that (1) English grammar is best taught in English and (2) young Chinese can’t learn English grammar by studying it in English.

While English is best taught in English, English grammar is best acquired by exposure to sufficient quantities of understandable English. It is not useful to explain grammar rules to any beginning student of English, regardless of their age.

He then wonders how to “force” English students to accept sufficient “comprehensible input.” My advice is not to force them at all, but to provide them with English that attracts them. What sort of things attract them? The same sorts of things that attract them in Chinese: Movies, songs and story books.

Then, he correctly states that some “Chinese students (and Chinese professors of English as well) form thoughts that they want to express in Chinese first and then translate them into English.” I agree with him that this is a serious problem in Taiwan.

One of the key causes of this problem (there are many) is the emphasis on translation placed even on beginners. From the first grade on, students are graded on their ability to translate. This does not improve their English. Instead, it promotes the “think Chinese — speak English” approach.

He discusses, but not in context, the most effective solution of this problem which is to emphasize oral communication, especially but not only at first. And he correctly says that the best way to learn how to write is extensive reading and constant practice.

I need to add that there is strong evidence that the most effective reading is “pleasure reading.” In other words, an English student who reads Harry Potter for pleasure gets more out of it than one who reads an assigned reading only because it is assigned. Pleasure reading also effectively teaches grammar and vocabulary.

Constant writing practice could take the form of spending 15 minutes a day writing a diary. (He overemphasizes the need for correction, but that is a topic for another essay.)

Joe Hung’s commentary is strong evidence of why advanced students, as he says, must be taught how to organize their essays. On the whole, it is a valuable contribution to the debate as to how to improve Taiwan’s English classes.

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