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The role of grammar in the second language classroom
Relevance of grammar to the language teacher
Relevance of grammar to the language teacher
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Module (4) Applications Of Linguistics To Language Teaching Section (A) 1) What is the place of grammar in language teaching? How necessary is it for the teacher to have knowledge of both English Grammar and the grammar of the students’ language or languages? Many people believe that the grammarissueis a crucial one. The word Grammar has variousinterpretations to different people. Ordinary citizens interpret itascorrect or incorrect English. Students interpret it as the study of the terminology and analysis of the sentences. Grammar provides the students with the skill to recognize their mistakes and master the writing skill. A lot of peopledislike grammar andregard it as the most uninteresting partof learning a new language. For linguists, …show more content…
Ithas beengiven acentralattentionwhenteaching or learning any language.Teaching grammar is aneeded aspect of school education or adult learning. The place of grammar has beenalso a matter of debatealong the history of second language teaching. Thornburry(2001) believes that grammar debate is the most important issue that has taken the effort and time of the linguists and practitioners.Many attitudes have been revealed within this debate. Some argues that grammar is a main item in teaching English language. This attitude is shown in the Grammar Translation Method. However, some linguists assume that learners of English shouldn't learn grammar. And this attitude is shown in Natural Approach and the Communicative Language Teaching. Those who advocate grammar teaching believe that teaching grammar provides the learners with the greatest possible amount of linguistic creativity. It is a tool that helps them to producean extremely largenumber of sentences. They assume that memorizing single words has restricted use and isn't enough for outstanding communication. Teaching grammar has asignificanteffectin language acquisition. Learners will be able to recognize the input presented for them. Learners with no grammar background don't have the chance to gain this
In the article by Kyle Wein “I Won’t Hire People Who Use Poor Grammar. Here’s Why.” explains reasons as to why the owner of a business only hires educated, employees. If someone cannot tell the difference between simple words such as there, their, and they’re, the manager will not hire that applicant. That’s not the only thing Wein looks for in an employee. He is looking for smart, educated, employees who use good grammar. “Yes, language is constantly changing, but that doesn’t make grammar unimportant. Good grammar is credibility, especially on the internet.” Grammar is important no matter what the job is. According to the author, without good use of grammar you will not have a job. Without a job you will have no money, no satisfaction, and/or
There are many reasons why good grammar is important at work. First of all, if an applicant has bad grammar, then he or she may not even get hired in the first place. Kyle Weins, CEO of ifixit, said in his “Harvard Business Review article” that he won’t even hire applicants who have bad grammar; his company has an English test that all applicants must take. Many other companies also have English tests in the hiring process. He also said that good grammar skills show how serious someone is about they’re work; someone with lazy grammar looks like a lazy worker. Plus, good grammar makes people look smarter; someone with a wide vocabulary and great grammar would do a better job impressing a client (Weins ). In her Frobes article, Susan Adams listed the reasons why she thinks good grammar at work is important. She says that good grammar show that an employee knows when to use context appropriate language. It also shows respect to the person they’re talking to and finally it shows that they’re organized people. Employers value an organized employee because they more dependable (Adams).
It might be necessary to weigh the worth of grammar in proper English. The world for those who speak it is becoming smaller. Proper English is becoming part of an elitist group which is also becoming smaller. Possibly less stress should be put on grammar. Few people understand perfect business language but a growling cat is understood quite well. English grammar is a created language, having both seperatist powers and anglocentric values. Voice is universal and quite older than grammar. Standards within English speaking areas must be questioned soon for it is becoming smaller and less powerful everyday. A rising population will require social skills. Seperating these from educated grammar will lead to greater problems.(One country under God...)
First, articles by Kyle Wiens and Susan Adams depict the importance of good grammar. According to Forbes writer Susan Adams good grammar is imperative in a professional work place. An individual that uses good grammar looks intelligent when they are speaking it shows they are organized. Good grammar reflects how well the individual listens and pays attention to others; they focus on the details of what the other person is saying. When you are not face to face with the individual and you are responding to them via email and or memo your writing reflects you as a person (Adams, 2012). Adams cites Kyle Wiens; people should keep good grammar in mind, and try to follow the rules of good grammar when speaking and writing. Kyle Wiens gave reasons for having good grammar in his article. Grammatical errors make people look unintelligent, when someone is reading your work you want them to focus on the point that you are trying to get across to them not the many grammatical errors that your paper has, it takes away from your work dramatically. Individuals who use bad grammar are more prone to make mistakes in other areas of their job, and bad grammar can lead to misinterpret...
Knowing effective strategies for teaching ELL students grammar is important. Research shows that instructional strategies for ELL students consist of SIOP, learning through listening, and learning through speaking. There are many students in classrooms that are ELL learners and that number will likely continue to grow. These effective instructional techniques will improve the learning of grammar for ELL students. It is important that we reach each and every student in our classroom, so being aware of the student needs and how to help them develop in the future is imperative. Not only are these strategies beneficial to English language learners it is also helpful for the regular classroom students.
I believe students feel daunted by all the rules that the teachers are trying to teach them with grammar. However, writing classes are encouraging the students to release their barriers with writings and encourage their inner thoughts to be released as well. In the study from Patrick Hartwell’s article, he mentioned that, “So Grammar 1 is eminently usable knowledge—the way we make our life through language—but it is not accessible knowledge; in a profound sense, we do not know that we have it (Hartwell).” This article encourages our grammar knowledge, which we have stored unknowingly, be brought out and one way that this could be is if we let the students hand in their writing unedited to the teacher to look over their mistakes but not to make any corrections. Then the students use a red pen to correct their mistakes and edit their paper themselves so that the teacher has an understanding of what grammar errors students can correct on their own. This way students’ strengths and weakness in grammar are considered more than teaching the rules of grammar. In order to learn and gain an understanding of grammar, it must be a part of students’ education since it helps students correct their overlooked mistakes and for professionalism’s sake. Grammar is needed as Christensen’s article summarizes when she says, “We must teach our students how to match subjects and verbs, how to pronounce lawyer, because they are the ones without power and, for the moment, they have to use the language of the powerful to be heard (Christensen).” Grammar is important for our writing, nevertheless; grammar shouldn’t be the focus of how we write instead our thoughts should
Proper grammar in a workplace is vital. When speaking or typing our expressions are shown. Without using word efficiently, words tend to become false or misleading. The purpose of school is to educate us on the values needed in our future careers. Grammar was something stressed throughout all grades along with classes. In just about any classroom, proper grammar is expected when writing, presenting and even talking to someone of higher authority. Proper grammar is essential in a workplace to save money, save face and save time.
Generally speaking, students can concur some simple conditions and do well in traditional examinations with the traditional teaching methods, however, when encountering more complicated conditions, students may lose their discretion. In terms of the paper, a critical evaluation of Miss Wong’s teaching methodology will be presented in the first part, and it will contain its characteristics and the main currents as far as teaching of grammar is concerned. Then, in the second part, I will discuss the pedagogical implications of Miss Wong’s approach to student learning. A grammar activity which will be designed to improve the teaching efficiency is represented in the third part and last but not least, the rationale will be made before the conclusion of this paper.... ...
In the article entitled “How to Teach Grammar, Analytical Thinking, and Writing”, Lynn Sams (2003) voiced and suggested methods on how grammar and writing should be taught in the classroom. This article was published in the English Journal by the National Council of Teachers of English. Sams based her research on her 16 years of experience as a high school teacher and the instructional approaches she used with her sixth, seventh, eighth and ninth grade classes. Sams refers to grammar as “the relationship between structure and meaning” (57). The information in this article demonstrates processes of analyzing the structure of sentences and suggests students cannot completely understand writing without first understanding the basic concepts of grammar.
The grammar translation method has old history and also it known as Classical or Prussian Method. İn our today, this method uses for the goal of helping students to read and appreciate foreign language literature. İn addition to, students comprehend better his/her own grammar rules of mother tongue with the target language’s grammar works and activities and thanks to this comparison and occurring proximity, students perceive language’s structure and differences.
A large part of an English teacher’s job deals with helping students find their own voices amidst the many teachings of their parents and peers. A student’s voice can be their values, their interests, and their perspectives of the world in which they live. Their voice can be their critical questioning of the many situations they face, whether in a text, the school cafeteria, or a park after school. It is the job of an English teacher to aid in finding this voice through their writing. It is by putting words and thoughts down on paper that a student can sometimes feel comfortable enough to take risks and find their true voices. Although traditional grammar instruction has long been thought to improve this skill, this is no longer the case. Instead, by providing a classroom environment in which students are immersed in classic literature from many genres including poetry, short stories, and novels, students will learn how to harness grammar for their own purposes of finding their voice in their writing.
In the last century, there has been major shifts in attitudes towards language teaching and learning. Language was previously viewed as a system that can be acquired through focusing on grammar, that view influenced some teaching methods such as Grammar Translation Method, Audiolingual Method and Situational Language Teaching (Nunan 2001). Scholars started to question the validity of such methods, because they have noticed that although students had a good knowledge of the language rules, they were unable to use the language to communicate (Larsen-Freeman 2001). In other words, students should learn linguistics skills as well as communicative skills (Richards and Rodgers 2001). Littlewood (2002:1) commented, "the structural view
Nassaji, H., & Fotos, S. (2011). The role of context in focus on grammar: Teaching Grammar in Second Language Classroom (pp.121-134). New York and London: Routhdge
It is not uncommon to say that grammar instruction plays an important role in language teaching. Regarding the status and importance of grammar teaching, a variety of opinions have been made. Batstone (1994) states that “language without grammar would be chaotic: countless words without the indispensable guidelines for how they can be ordered and modified” (p. 4). More vividly, Wang (2010) makes two similes. She compares grammar to the frame of a house, which is a decisive factor to ensure the solidness of it. Additionally, she regards grammar as a walking stick, whose function is to help and support students to learn English. Thus, the nature of grammar instruction manifests its own significance as it helps students enhance their overall language proficiency by integrating grammar into other aspects of learning, like listening, speaking, reading and writing.
There are two core ways that teachers are suitable to teach grammar: deductively and inductively. Both deductive and inductive teaching has their positive and negative sides and which approach is useful depend on a number of factors, such as the nature of the language being taught and the preferences of the teacher and learners. These two approaches have been applied to grammar teaching and learning. A deductive approach involves the learners being given a general rule, which is then applied to specific language examples and learning goes through practice exercises. An inductive approach involves the learners working out a ‘rule’ for themselves before they practice the language.