Introduction Pedagogical grammar is a rather new concept that has been applied by a number of language instructors to impart new language knowledge to students (Nordquist 2011, p. 1). The teaching methodology has its own structures in the sense that it is divided into two aspects: the first talks about the grammatical composition of language while the second talks about the articulation of language rules (of the new language). In comprehensively analyzing how the teaching methodology works, it is important to understand that when grammatical arrangement of words is to be done, the most appropriate arrangement of the words should be considered before the exercise. This approach is observed in the above sequence because pedagogical grammar has a definite, coherent and heuristic set of rules (Chalker 1994). These features should enable students to easily learn the second language through the development of an axiomatic system between L1 and L2 languages (Allwright 2009). Pedagogical grammar is however very unique in its purposes (especially regarding grammatical composition) because f...
Children were taught to speak in a proper manner and because they were taught to speak correctly they wrote in a proper way as well. As technology evolved and texting came more profound grammar was becoming a lost art. In Dana Goldstein’s article ,‘Why Kids Can’t Write’, she talks about what teachers are doing about grammar. The teachers are not doing much about the grammar issue in schools.
Makers and Makerspaces was the subject of my multimodal English 1101 class, which exposed me to an innovative culture and developed competence in all communication modalities. Excluding the importance of this brand-new culture, which motivated me and originated a resonant excitement enough to sign up for the class, towards the end of the course I realized the main goal was to have every student work towards mastery of communication skills. Furthermore, the class constantly contributed to my personal writing and communication skills development throughout the creation of a webpage, a group presentation, and an analysis essay. As an international student, the transition was rough because I had been detached from the english language for three years before coming to Georgia Tech. Nevertheless, the course gave me much needed exposure to a language that I will require for my personal advancement. Although there are still innumerable things for me to improve regarding my English skills, the course taught me to express my ideas efficiently and craft effective arguments using different sources such as images and research.
As I look back on my English 101 experience, I have come to the conclusion that I have learned many new things that have improved my abilities as a writer. I have learned some new techniques that have improved my ways of approaching an essay. I learned all about the rhetorical appeals and how to apply them in my writing and how to look for them in a essay written by a author. I have also learned how to argue both sides of a argument, and how to look for reliable sources and to properly quote and site the author of the essay. I feel as if I have become a better writer and my improved writing skills are shown within each essay.
In the article “Literacy, Discourse, and Linguistics” the main argument of the author is the use of discourse- communication done based on something written or spoken to interact with those who surround you on your everyday life. He also argues that discourse shapes your personality based on who you constantly interact with because it is a subject that cannot be learned but obtained through personal experience. It is important to understand discourse because it is what gives meaning to the activities you do. Using discourse is essential in the interaction with others as well as the addition of meaning to your form of writing, reading, and speech. Across the article I came about with the word literacy which is the ability of a person to
As writers, many students write to the expectations of their professors and not to their fullest potential. Throughout English 101 I had been writing only to please my professor or to fill the basic requirement to pass English. I always felt that my writing ability was never enough for my professors throughout the previous years. They always wanted clear and concise essays, which for some reason was unreachable by me. However, starting college and taking English 101 helped me with my weaknesses and changed my technique of writing essays. My experience in English 101 taught me to write to my fullest potential and to write what I felt; rather then writing what was required.
Through the years, linguists have produced many models of grammar, however, two models have proven to be most controversial. They are Chomsky's generative grammar of formal syntax and functional, usage-based approaches. These two fields, formalists and functionalist, are divided into two divisions of linguistic theories without cooperation. While one field focuses on cognitive abilities, the other directs their attention to syntax and universal grammar (henceforth UG). This essay investigates the main characteristics and basic differences of generative grammar and usage-based approaches.
At the beginning of the year I was overwhelmed with everything that AP threw at me. From essays every other week, reading more books than I have in a year, and the definite proof that my writing was nowhere close to college, even junior level writing. I would make up words, I misplaced commas, rush through the material, not be able to finish essays in the required time, and make many grammatical errors. Today I make sure to check my essays and see if there is anything that needs fixing, or if I didn’t make thoughts to well known. Now when I write I make sure to use strong vocabulary and check if some the words that I used to describe something could be more impactful. Today I enjoy sitting down and reading a book and analyzing them to further understand the message or story that it is trying to tell.
In this essay I intend to investigate how differently one of the closed word classes, determiners, are approached in a series of pre and post corpus-based English grammar reference books, course books and practice books. And the theme of my investigation is how corpus affects the development of English teaching materials. The grammar reference books I intend to analyze and compare are “A Comprehensive Grammar of the English Language” (ACGEL) and “Cambridge Grammar of English” (CGE). The former is an indispensable grammar reference book first published in 1985, which has been widely consulted in researches in relation to English linguistic studies, while the later offers clear explanations of both spoken and written English grammar based on authentic everyday usage.
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.
The lesson is designed to give implicit exposure of grammatical features to the students. In some sections of the lesson (e.g. warming up activity and transi...
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.
Lesson planning is an important component of teaching English language because a good teacher must make a lesson plan in order to achieve the objectives of a lesson. This term, I had a chance to observe grade 6 students.The classroom was composed of 31 students. All of them were native speakers of Turkish and their English proficiency level is elementary. In the lesson which I attended, the teacher taught simple present tense. So,the main objective of this lesson was to make the students use the simple present tense. To do this,the teacher made a detailed lesson plan and she divided the lesson into the stages. In this paper, I am going to mention how she taught the simple present tense and whether it was an effective lesson or not.
Teaching Grammar as a Parent As a parent how do you teach grammar? Children learn from their parents; what they do and how they do it. Of course, children learn from their teachers, as well as, other children.
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the
While languages do essentially have the same building blocks, the arrangement of words can range. Some languages begin with clauses by naming a subject such as a noun, which would make it the topic of the sentence. However, other languages begin clauses with words that name the action in a specific sentence (Freeman & Freeman, 2014). For example, English syntax is different from Spanish syntax. This means that confusion may result for students whose L1 is Spanish. For example, in English “red shirt” is used, but in Spanish, the phrase is inverted to “shirt red”. This may result in non-standard syntax when Spanish learners speak or write English. Another difficulty may be faced if a student does not understand that a structured sentence is needed. A student may not see the purpose of saying “I want to get a dog” when simply the words “want dog” would suffice. The problem with this is because syntax is a part of grammar, there is a set of internalized rules that people acquire (Freeman & Freeman, 2014). Within time, students will discover that a full sentence is needed instead of just two words. However, this is something that cannot be simply taught, as a student requires this throughout time and