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Importance of teaching grammar in primary school
Importance of teaching grammar
What is the importance of grammar in teaching English
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“To Teach Or Not To Teach Grammar In The Primary School Classroom: That Is The Question” English is the second language in Malaysia, has been included as an official syllabus and taught as early as primary school education. These subjects must be taken by all students from standard one to form five provides students with the English skills to meet the challenges of a career in the future. The level of a student in English subject usually measured by the ability to listen, speaks, read and write. English can be a very dreaded subject in school. According to the experience and observation in secondary school or primary school, English subject is the lack of attention from students. Why did this happen? If you are a student try to ask yourself, do you love English subject? If you are accustomed to using English at home, of course the subject is not a subject that is difficult for you. However, this subject will give a challenge to the students if there is no guidance from parents or people around. If all parties concerned the importance of English, the problems faced by the students can be avoided. We are aware that learning grammar in the classroom plays an important role in establishing the use of English among students. But it is quite less attention and no emphasis than functional English which more students are asked to create an essay and speaking in English and consequently many Malaysians who are not able to make correct sentences in English. At the start of learning English, mastery of grammar is very important because it is a basic guide for students. This is because, we use grammar every time we read or write or even when we speak. Grammar gives all the rules about how to put words together in sentences. Using the ri... ... middle of paper ... ...n these figures or words. In conclusion, of course, the teachers know the rules of grammar, but its one thing to know them, and another thing to effectively teach them, and send them to the students not only to understand the rules, but also apply them correctly. In some things, teachers and students do not need a book to learn and teach English grammar. At least not in teaching English as a second language. That's not what the students are there for. They do not want to know all of these rules they are not interested. They want to learn English. They want to talk, read, and write in English. So, how do we as teachers of English as a second language grammar teaching them important and give them what we need, instead of boring them to death with the regulations contained in hokum grammar itself. It's actually quite easy to teach grammar in context and in a fun way.
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.
Good Grammar in the work place is very important. Without good grammar the work place wouldn’t be as repeatable as they want to be. Grammar is important in the work place because the employees need to sound as educated and intelligent as they can. Kyle Weins states that having good grammar shows intelligence. Having good grammar, according to Kyle Weins, shows that people can be organized in grammar and in tasks unrelated to grammar. Because of the internet, the grammar rules are changing. Correct grammar in the work place is important because if you work in a job that is like Kyle Weins’s company; the employees need to have good grammar because detail is very important to his company (Weins). Proper grammar in the work place shows that the employees are intelligent and recommends respect. Adam states that if you look for correct grammar while listening to other people; it shows that you are listening to the person and are thinking about what you are going to say. Correct grammar in the work place is very important, because it shows intelligence in the employee and will benefit the whole company (Adams).
People utilize this language not only to communicate with the different people from the distinct countries but also to apply in their daily life needs. Indeed, we can see this popular language at all countries we arrive; therefore, it is exact to say that learning and being proficient in English is crucial in the 21st century. If people are not good at English, they can encounter some problems; such as giving or acquiring the incorrect information, missing the useful inventions, or losing the opportunity to gain the proper
In this irrelevant debate about the language form, we are deviating from the intention and purpose of education. To educate, means to make a child fully aware of his environment and open him to the act of thinking. As a well-informed society we should learn to appreciate the beauty of every English form and integrate it into standard form.
Education is very important for all country including Malaysia. Our country takes serious for education to produce society who can develop all aspects in our countries. Along with the ICT development, our government intend to create citizen with good English language-skill. In order to achieve it, a new education policy called PPSMI was introduced and hoping that English can be integrated more into education. Even though this new policy is good but what can be seen, the lack of PPSMI has overcome all the benefits of PPSMI. Many people do not agree to the implementation of PPSMI. There are disadvantages of using English language to teach Mathematics and Science the effect to Malaysia language, lower student achievement and increase a lot of cost to education.
One of the main goals of language teaching and learning process is to teach the students how to communicate in the target language appropriately. As the foreign language and the most learned target language, English has the same goal which for human communication. Due to this goal, the mastery of English becomes a priority to everyone especially the students. It can be seen by the rule of the curriculum that requires English becomes a subject that must be taught in school. Concerning on the curriculum, there are four skills in English that should be learned by the language students, they are: listening, speaking, reading, and writing. Besides, there are three sub-skills that supporting those skills as pronunciation,
Changes is mandatory to fix the current situation as English is the most important medium used to disseminate and acquire knowledge. To be frank, the problem nowadays is not only restraint to the situation where most Malaysian graduates speak halting English,
Works Cited Curzan, Anne and Adams, Michael. How English Works: A Linguistic Introduction. New York: Pearson Longman, 2006. Crystal, David. The English Language: A Guided Tour of the Language.
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.
Talking about students’ interest toward English, from the study it can be concluded that almost all of the students like English. They like to watch English movies, listen and sing English songs, and read English books for improving their vocabularies. Their liking toward English made them always waiting for English class and feeling happy and never feel bored in English subject teaching-learning
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
For instance, Lowenberg (1991) has reported that some factors might contribute to the problem of the low level of English proficiency encountered by students learning English. The first factor is the problem within the curriculum and syllabus. The second one is the Indonesian classroom situation which is still generally overcrowded and noisy. The third factor is that there are many teachers who are still lacking in proficiency in English or still need more training in language pedagogy. In addition, Alwasilah (2007) also has found some weaknesses in the English courses at the college level that make the students’ communicative competence low: (1). No needs analysis conducted to find that the course does not meet the students’ expectations. (2). The entrance levels of the students in the class are relatively heterogeneous. (3). The course is taught by inexperienced teachers. (4). There is repetition of what has been taught at secondary schools. (5). There is no selection and classification based on competencies and students’ needs. (6). There is no coordination among intra-and inter-institutions. As a final point, we can at least identify three major causal problems of the college students’ low English communicative competence i.e. the first: problems associated with curriculum and syllabus which are designed without needs analysis, the second: problems related to the overcrowded classrooms, and the third: problems associated with unqualified
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.
Learning English can be worthless to certain people in Malaysia. This is because they have set their mindset that learning English would not guarantee a promising future. It is a norm in Malaysia by agreeing that those who are taking science stream will have better job opportunities while those that are from art stream might not have a bright future. This mindset of theirs has caused the development of English to develop slowly in an emerging country. According to New Straits Times (2016), many graduates are not employed due to their lack of proficiency in English when it comes to speaking. The importance of learning English has never been in the back of their mind. Therefore, Malaysians should be open-minded and enhance their cognitive skills to embrace English Language as their second language because in the end their perception is what matter the most. For example, parents should be practicing their children to speak English or get them familiar with the language but at the same time not to ignore their mother tongue. In brief, Malaysians should change the way they think in order to excel in the
By studying the results of the collected data, one can see a clear difference in the knowledge of English grammar between teenagers and elders. While the teenagers got a average of 75,2% correct answers and a median of 76,2% correct answers, the elders only got a average of 49,5% correct answers and a median of 52,4% correct answers, which is 25,7% less correct answers on the average and 23,8% less correct answers on the median.