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Why learning grammar is important for English teachers
Importance of grammar and syntax in a language
Importance of grammar and syntax in a language
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Let me first step back to a point I brought up in my summary. Although I agree with the need for grammar in the language classroom, I feel the evidence Nan cited was not helpful to her argument. Obviously, someone who has taken a course in any subject will do better on an exam than those who have not been exposed to the material that rigorous fashion. In my experience, as a student in the language classroom, tests consisted of questions that can be answered by changing the order of the original sentence and adding a word off that week 's vocabulary list. It might have helped people progress further in the English language, but that is another obvious truth. Learning grammar is like having a cheat sheet with you; once you understand where all …show more content…
Much of what we are doing in this grammar class is helping me as a writer. There is a certain power in understanding the way something works, and being aware of the rules means we can find ways to bend them without breaking. To avoid confusion, I would never try to force English rules into the minds of unsuspecting brains. The Linguistic mode is only for advanced instruction. I compare it to the material you learn while progressing through a Biology degree. The first few courses you take are an overview to get you situated into the realm of the science, but the further you dive into the material the more specific and detail-oriented your lessons become. To start with the small stuff would confuse students because they have no view of the larger picture. Language should be viewed with the same …show more content…
I feel that most would agree, but that idea is not always welcome in the classroom. There is definitely a measurable amount of learning to be done in courses that present language as the set of rules because once a student understands structure they can treat speaking or writing like an equation. The problem comes when those students enter the real world and experience the natural way people speak. Workers communicate in rigorous and controlled fashions in a lot of places, like hospitals or business offices, but people communicate through stories that do not always follow the rules. Reality needs people who can understand and respond with similar experiences. After they are comfortable with that, they can go on to learn why the rules dictate that a certain punctuation should signal a pause or the end of a
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.
According to Kyle Wiens, a person must be able to know proper grammar in order to stock shelves or labeling parts (Wiens, p. 500). Wiens is a businessman and writer who is also the founder of iFixit and Dozuki (Wiens, p. 499). He provides an abundance of claims stating why he doesn’t hire people with bad grammar. These claims include good grammar makes a good business and reduces overall mistakes at the workplace (p.500). While reading this essay, I wasn’t moved by his statements and claims that job-seekers must be proficient in grammar for their resume to be a valid applicant. By simply relating his opinions to statistical and factual information, he could’ve easily made me believe he is a credible source. Wiens lacks a credible stance in
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).
In order for the students to understand grammar, they have to practice, practice, and practice some more. It is up to the teacher to see if they are up to the task of teaching the students correct grammar or not. English has always been one of the hardest subjects for me because I did not have an effective English teachers to teach me a lot of the rules that apply to grammar. So, I believe that teacher should teach the students grammar because this will help them become better writers in the long run. For the people who said that correcting student’s grammar does not help the students, I would have to disagree.
Ithas beengiven acentralattentionwhenteaching or learning any language.Teaching grammar is aneeded aspect of school education or adult learning.
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.
Sams explained that both traditional and in-context approaches to teach grammar are unsuccessful because “they treat grammar as something that exists apart from and outside of the writing process itself” (57). When referring to grammar and writing, Sams suggests “to study one is to study the other” (57). Sams explained that she first emphasized the process of drafting and revising. Sams’s instruction included the students working together and sharing their ideas and feedback during the drafting process. However, Sams realized that this process would not be successful without first teaching the students how to revise. Sams then based the instruction on the concept that the students needed to organize their work in a reasonable order that can be understood by others. Sams explained that to organize ideas, the students needed to be able to understand “how their ideas relate to one another” and how to separate “main ideas and supporting details” (58). However, to separate main ideas from...
Rather than teach grammar initially and hope that students connect their drilling exercises of subjects and verbs to the poem they’re working on, teaching the varieties of literature first allows students to gain first-hand experience and familiarity with grammar already in practice. This is not to say that grammar lessons and terminology should be lost altogether. A student will not be better off if they never learn subject-verb agreement. However, their exposure to examples of these uses should come first, leaving the labeling and grammar jargon to a time when their minds have already seen how these nouns and verbs can be used. That’s the key phrase: can be used. Students need to understand that they have control and authority over their work. They should have space enough to understand that although a sentence should be written in a certain way, it does not always have to be straightforward grammar if they’d like to change something stylistically. For example, while teaching a lesson on the poem "l(a" by E.E. Cummings, students might be confused and puzzled as to the form of this unusual piece. However, they should then be invited to challenge Cummings’s lack of traditional grammar and stylistic choices. Some may be angry at its unique appearance, while others may grasp the significance of the form and its effect on the reader.
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.
According to Hudson, a variety is ‘a set of linguistic items with similar social distribution’ . Since the term dialect has acquired a negative connotation throughout the years, academics have started to use the term variety, which is considered more neutral, instead.
In the article, “Current Developments in Research on the Teaching of Grammar” by Hossein Nassaji and Sandra Fotos two main issues had been discussed. The first one is whether grammar teaching make any differences to language learning where the questions raised are whether grammar should be taught or not. The second issue is what kinds of grammar teaching have been suggested to facilitate second language learning. If grammar should be taught, how much and should it be implicit or explicit grammar teaching? Lastly, the article discussed on the current approaches to grammar teaching in which formal instruction can be integrated with communicative activities which are processing instruction, interactional feedback, textual enhancement, task-based
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
I feel that the materials presented in class should be thought provoking enough where students can exercise their critical thinking skills. Working in groups and interacting with other students should be encouraged because this way, a student can learn how to collaborate with one another but also learn how to accept different viewpoints. When teaching English, it is important for students to have conversational experiences with one another because many times students would focus only on grammar and can potentially be problematic. I believe that oral speaking is the most important part of learning any language however, students who focus solely on grammar often lack skills to carry on a conversation because they are unable to effectively communicate their thoughts orally. Students must be able to not only understand grammar but to also practice true ...