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Grammar
This is my assignment as part of my third semester in M.A. As a student of language there are some questions regarding Grammar. So Here I want to clear these many questions as under,
While these uses may differ in purpose and scope, they seek minimally to explain the same phenomena: how words are formed and how words are combined. Additionally, a study of English grammar includes function words, such as frequently occurring articles, whose role is largely syntactic. Some grammars also include phonology and semantic, but the usual interpretation of grammar is limited to the structural organization of language.
What is grammar?
Background:
Grammar is not being taught as a separate subject. It is the Description part of a language and it therefore can't be thought in isolation. Study of grammar would make the pupils particular about the language and the consciousness of rules would save them from making mistakes in oral and written expression. The pupils would develop a sense of purity of language and the knowledge of grammar was expected to develop an insight in to the pupils to discover errors in the language and correct them on such discovery.
In our county teaching of grammar and it has been placed at the center of curriculum. In our classroom the most of the teachers teach only grammar. The grammar is taught differently in different places but the real problem is how it should be taught.
Type of grammar
1) Formal grammar,
2) Functional grammar.
2) Functional Grammar:
(Descriptive grammar) the most productive way of learning a language therefore it is through its practice. Its may be called grammar in function, because the approach is freed from the thralldom of rules could laid down in vacuum. This is a realistic approach which make the learning process on enjoyable the language not as a series of pitfalls but as a reservoir of life.
The functional way of teaching the language would entail the following steps in the teachings programmers:
Grammar in language education:
The simple binary distinction between formal and functional approaches is reflected in language education. The former is the 'structural approach", and its adherents assume that communicative ends are best served through a bottom- up process: through practicing grammatical structures and lexical patterns until they are internalized. Means of inculcating a language’s grammar include pattern practice and structural drills, through, for example, the transformation method, widely practiced in the 1950s and 1960s. Partly due to the influence of transformational grammar, materials in the 1970s featured sentence pattern into another. Although these teaching practices are still widely used and very visible in current language teaching materials, a major shift occurred during the 1970s.
In this way the emphasis is given to the practice of the language in its various forms. The fundamental principle of making the language function is to make it a social phenomenon and to free it from the isolation of life and it's internment in formal rules. There is disagreement that L2 learners need to communicate grammatically. How to characterize the grammar and help L2 learners acquire it is more controversial. It is doubtful that a single method of dealing with grammar in class would work equally well for all learners. It should be noted that, as a consequence of the renewed attention grammar has recently received, the complexity of the challenge faced by teachers and researcher is more fully appreciated.
(Diane Larsen Freeman)
This is my assignment as part of my third semester in M.A. As a student of language there are some questions regarding Grammar. So Here I want to clear these many questions as under,
Ø what is Grammar?
Ø How it should be taught.
Ø How English grammar is important in learning language.
Introduction:
Every language has its own structure, lexis and grammar. In English language there are also specific structures, word, orders, sentences structure and lexis. Grammar is a word very difficult to explain, one can easily say that the grammar is nothing but it is set of rules. The term grammar has multiple meanings. It is used to refer both to language user's subconscious internal system and to linguistics' attempts explicitly to codify - or describe - that system. With regard to the latter, its scope can be broad enough to refer to the abstract system underlying all languages or, more narrowly, to the system underlying a particular language.
It can also refer to a particular school of linguistics thought or to a specific compendium of facts for a general audience or to a particular audience.
Every language has its own structure, lexis and grammar. In English language there are also specific structures, word, orders, sentences structure and lexis. Grammar is a word very difficult to explain, one can easily say that the grammar is nothing but it is set of rules. The term grammar has multiple meanings. It is used to refer both to language user's subconscious internal system and to linguistics' attempts explicitly to codify - or describe - that system. With regard to the latter, its scope can be broad enough to refer to the abstract system underlying all languages or, more narrowly, to the system underlying a particular language.
It can also refer to a particular school of linguistics thought or to a specific compendium of facts for a general audience or to a particular audience.
While these uses may differ in purpose and scope, they seek minimally to explain the same phenomena: how words are formed and how words are combined. Additionally, a study of English grammar includes function words, such as frequently occurring articles, whose role is largely syntactic. Some grammars also include phonology and semantic, but the usual interpretation of grammar is limited to the structural organization of language.
What is grammar?
Grammar is the structure and system of language. English
grammar is the way in which meaning are encoded into wordings in the English
language. This includes the structure of words, phrases, clauses and sentences,
right up to the structure of whole text. (Wikipedia)
Background:
Oxford
Basic English Dictionary defines the term "grammar" as “Study of the
right way to put words together when we speak and write".
From the fifteenth century grammar schools came in to existence. In
English language grammar was Latinized and honorable branch of learning because
it deals with the behavior of words the etiquette of words.
Grammar is not being taught as a separate subject. It is the Description part of a language and it therefore can't be thought in isolation. Study of grammar would make the pupils particular about the language and the consciousness of rules would save them from making mistakes in oral and written expression. The pupils would develop a sense of purity of language and the knowledge of grammar was expected to develop an insight in to the pupils to discover errors in the language and correct them on such discovery.
In our county teaching of grammar and it has been placed at the center of curriculum. In our classroom the most of the teachers teach only grammar. The grammar is taught differently in different places but the real problem is how it should be taught.
Linguistic:
Linguistic make a distinction between two types of descriptive grammars. Formal grammar take as their starting point the form or structure of language, with little or no attention given to meaning or context and languages use. Functional grammar, conversely, conceive of language as largely social interaction, seeking to explain why we one linguistics from is more appropriate than another in satisfying a particular communicative purpose in a particular context.
Linguistic make a distinction between two types of descriptive grammars. Formal grammar take as their starting point the form or structure of language, with little or no attention given to meaning or context and languages use. Functional grammar, conversely, conceive of language as largely social interaction, seeking to explain why we one linguistics from is more appropriate than another in satisfying a particular communicative purpose in a particular context.
Let us see how English grammar is
important in learning languages.
Type of grammar
There are basically two
kind of Grammar: they are known as
1) Formal grammar,
2) Functional grammar.
They are also known as prescriptive and descriptive Grammar.
1 1) Formal grammar:
(Prescriptive grammar) Method of teaching English of a second language has been mostly influenced by the formal grammar. In this type of grammar rules were presented In front of pupils. They were studied very careful to rules and remembered alone with the main rules. The tremendous investment of labor in format grammar and divert it towards activities for acquiring efficient language skills.
(Prescriptive grammar) Method of teaching English of a second language has been mostly influenced by the formal grammar. In this type of grammar rules were presented In front of pupils. They were studied very careful to rules and remembered alone with the main rules. The tremendous investment of labor in format grammar and divert it towards activities for acquiring efficient language skills.
Thus a grammar, which lays down the rules for the use of language, is
called a formal grammar. So let us try to understand the functional grammar.
2) Functional Grammar:
(Descriptive grammar) the most productive way of learning a language therefore it is through its practice. Its may be called grammar in function, because the approach is freed from the thralldom of rules could laid down in vacuum. This is a realistic approach which make the learning process on enjoyable the language not as a series of pitfalls but as a reservoir of life.
The functional way of teaching the language would entail the following steps in the teachings programmers:
1)
Presentation of language in action.
2)
Emphasis on communication active and experimentation.
3) Reproduction and
original use of the languages by the pupils.
4)
Observation of the behavior of the language.
5) Analysis
of the behavior of the language.
Grammar in language education:
The simple binary distinction between formal and functional approaches is reflected in language education. The former is the 'structural approach", and its adherents assume that communicative ends are best served through a bottom- up process: through practicing grammatical structures and lexical patterns until they are internalized. Means of inculcating a language’s grammar include pattern practice and structural drills, through, for example, the transformation method, widely practiced in the 1950s and 1960s. Partly due to the influence of transformational grammar, materials in the 1970s featured sentence pattern into another. Although these teaching practices are still widely used and very visible in current language teaching materials, a major shift occurred during the 1970s.
Factors contributing to the shift include: observations of learners'
difficulties in transferring the grammatical structure learned in class to
"communicative competence", the influence of functional grammar, a
research project commissioned by the council of Europe and the encouragement of
applied linguists. A confluence of these factors led language teaching
theorists and practitioners to embrace a new approach to language instruction,
i.e. to focus initially on language use rather than formal aspect of language.
Initially units, such as had been used up to that point. When notional
–function syllabuses themselves were challenged in the 1980s, the commitment to
teaching language use remained and was manifest in the “communicative
approach”, which was characterized by, for example, role-playing, jigsaw tasks
and information-gap actives. There was however, often little attempt to control
the structural complexity to which learners were exposed. Over time, learners
were inserting expected to approximate target language forms as they used them
for communicative purpose.
This major shift in language pedagogy received additional impetus from second language acquisition researcher who sought for grammatical development by examining how meaning was negotiated in learner’s interactions. SLA researcher Hatch commented; one learns how to do conversation. One learners how to interact verbally and out of this interaction, syntactic structures are developed’ to this day, communicative language teaching prevails, although concern has been expressed approach are practiced at the expense of language form.
This major shift in language pedagogy received additional impetus from second language acquisition researcher who sought for grammatical development by examining how meaning was negotiated in learner’s interactions. SLA researcher Hatch commented; one learns how to do conversation. One learners how to interact verbally and out of this interaction, syntactic structures are developed’ to this day, communicative language teaching prevails, although concern has been expressed approach are practiced at the expense of language form.
Conclusion:
In this way the emphasis is given to the practice of the language in its various forms. The fundamental principle of making the language function is to make it a social phenomenon and to free it from the isolation of life and it's internment in formal rules. There is disagreement that L2 learners need to communicate grammatically. How to characterize the grammar and help L2 learners acquire it is more controversial. It is doubtful that a single method of dealing with grammar in class would work equally well for all learners. It should be noted that, as a consequence of the renewed attention grammar has recently received, the complexity of the challenge faced by teachers and researcher is more fully appreciated.
Reference:
Grammar
(Diane Larsen Freeman)
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