Learning English for some is necessity, for some it is passion and for some it is like no other option. English is lingua franca and needed in national and international fields especially in Asian countries where people prefer this language than other regional language. For adult and aged beginners, it needs persistent hard work. In writing, grammar plays a vital role. Market is flooded with grammar books filled with rules and repeated examples. I remember the example of VYBGYOR from my childhood. We could recall the colours of rainbow in sequence with the help of this mnemonic. Human mind works efficiently on made associations and image perceptions. Church continues, “Word association norms are well known to be an important factor in psycholinguistic research, especially in the area of lexical retrieval. Generally speaking, subjects respond quicker than normal to the word nurse if it follows a highly associated word such as doctor.” (p23) Another scholar, Paula Jullian suggests, “Meaning association is a key aspect to Semantics. These mental connections may go from very basic facts and relations (synonyms -antonyms) to very advanced and sophisticated analogies which set the ground for figurative language and metaphors.” (p239-247) In addition to that she points, “we all make our own matches, based on personal experience, which bring into play non-linguistic associations.” (p239-247) This refers to our personal associations that we make when we go first time somewhere remembering a building, temple etc. so that while coming back we may not forget our way. It is not only applicable in general life, but has a pivotal role in learning and teaching too. I am going to present some associations w... ... middle of paper ... ...tudents, teachers should prioritize and provide instruction on the grammatical elements that most affect their students' ability to write effectively.” Works Cited Chin, Beverly Ann. “The Role Of Grammar In Improving Student's Writing.” Sadlier-Oxford Educational Publishing. Web. 10 January 2014 . Church, Kenneth Ward and Hanks, P. “Word association norms, mutual information, and lexicography.” Computational Linguistics16: 1 (1990) pp. 22-29. Print. Jullian, P. Word Association: A Resource to Raise Awareness on Lexical on semantic Relations. Onomazein, Nº7. Enero 2002. pp. 239-247. Shaughnessy, M. P. Errors and Expectations: A Guide for the Teacher of Basic Writing. New York: Oxford University Press. 1979. Print Wren P.C. and Martin, H.. High School English Grammar & Composition. New Delhi: S. CHAND.2011. Print
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.
The first essay given in this course was about our whole composing process. This essay was hard to write about and I remember having several grammar mistakes. Sitting down and writing my process on paper,
This essay opens the minds of people to see that perfect writing is not always the perfect thing. Murray’s essay would interest almost every person who has been a student and taken an English class. Most
When constructing a piece of writing, a student may sometimes find herself struggling to remember grammar rules or style principles. A handy reference guide would help her out immensely. William Strunk Jr. and E.B. White’s book, The Elements of Style, and Joseph Williams’ book, Style: Toward Clarity and Grace, assist writers improve their work in various ways. Strunk and Whites’ book took a simple approach, while Williams went more in-depth, with elaborate explanations and varying choices for each writing style.
NCTE Beliefs about the Teaching of Writing." NCTE Comprehensive News. N.p., n.d. Web. 28 Apr. 2014
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.
“Semantic association” is the term used by Dina Sherzer in her essay describing how Beckett uses dialogue to “devaluate language [in order to form] a linguistic construction which animates the play while expressing the absurd” (Sherzer 145). Sherzer states that Beckett’s use of language is associative; that is, the audience comprehends dialogue and symbolism on their practical level and their metaphysical levels. When Estragon complains, while attempting to take off his boot and failing, that there is “Nothing to be done,” Vladimir replies: “I’m beginning to come round to that opinion. All my life I’ve tried to put it from me, saying, Vladimir, be reasonable, you haven’t yet tried everyt...
Another lexical field was elaborated in this article being the family relationships such as mothers, fathers, husbands, wives, children etc.
Roux, p. (2013).Words in the Mind: Exploring the Relationship between Word Association and Lexical Development. Journal of Polyglossia, pp. 80-91.
Lynne Flowerdew (2009) “Applying corpus linguistics to pedagogy” International Journal of Corpus Linguistics 14:3, 393–417
Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., & Brizee, A. (2010, May 5). The Purdue Online Writing Lab (OWL). Retrieved from http://owl.english.purdue.edu/owl/resource/560/01/
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.
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.
Miller, T. P, & Faigley, L. (1982). College English. National Council of teachers of English, 44(6). Retrieved from http://links.jstor.org/sici?sici=0010-