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The main difference between prescriptive and descriptive grammar books
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This article is about the necessity of teaching spoken grammar in EFL context. Al Wossabi, Sami states that descriptive grammar is given a little attention in EFL context depending on teacher’s knowledge of the descriptive nature of grammar. To support this, he cites Bodine (1975, p.129) who explains that “descriptive grammar is more dominant among theorists, but descriptive grammar is taught in the school and exercises a range of social effects”.
In prescriptive grammar it is recommended the use of formal language approaches. On the contrary, descriptivist grammarians call for teaching grammar rules in the same way they are used in everyday life contexts. They seek to explain the use of the language regardless of the schooling. An example
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The evidence found reveals a linguistic discrepancy between the language that is used in real contexts and the language that is taught. Barbieri & Eckhardt(2007) needs to be considered because they include some structures that are linguistically complicated for EFL learners.
The rest of the paper is a comparative analysis of reported speech in OPEG and Longman Grammar of Spoken and written English (LGSWE). Al Wossabi, Sami adds that based on this analysis prescriptive and descriptive grammar approaches are not greatly incompatible to each other, since both pretend to get the message across. In addition, learners are usually confused when they are introduced to a new grammar rule. It is, therefore, more reasonable and practical to introduce EFL learners to descriptive rules for oral purposes and prescriptive rules for written
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We should be interested in the everyday oral use of the language and not to overwhelm the learner with so many structures that they are able to learn within a context. They should have a pleasant learning experience that allows them to interact with others without thinking about what the rules claim. Nevertheless, the fact that prescriptive grammar helps with the preservation of the formal written language is enough to make us think about the importance of teaching some grammar rules in a very formal
1. In his chapter “On the Need of Some Grammar” found in Modern American Usage, Wilson Follett argues that we need grammar to govern our language.
Of the several challenges that ELL students may face at school, one of the most important to remember is that these students not only have the pressure of learning at the same pace of their peers that have most likely spoken English their whole lives, but they have to do so while attempting to understand the English language. Graves' makes a paramount point on page 411 of his text where he states "it is not that English language learners come to school with a language deficit. They come with a lack of knowledge of the particular language that is used in the schools they will be attending-English."1 Therefore, it is easy to assume that even the most ready-to-learn student will have huge amounts of trouble trying to learn everything in a language that is foreign to them.
In this article the evidence used from the first argument was from a study conducted by Biemiller and Slonim (2001) and Biemiller (2005). The average student knows about 8,000 words in 4th grade. The data that they showed explains that if a child is in 2nd, 4th, and 6th grade and they know 8,000 meanings then most of those meaning are of the same words. Concerning ELL Learners this is very important if we can know the specific words and meaning students should know and practice then this could be very helpful to ELL learners. We can focus on the words that they will use often and to be more structured with our language teaching of ELL students. The data shows that these words being learned in a similar way (200). Andrew Biemiller determined that there are around 1600 words that should be labeled as high priority. These words will most likely be in books in 1st or 2nd grade so if they don’t have the meaning then it will become a struggle to understand what they are reading (202). It is important to say that many times some students might now how to read the word fluently but they might not understand the
In today's society there are two philosophical views that have become enemies and are constantly battling it out. These two views are from the prescriptivists and the descriptivists. The prescriptivists believe that there is a certain way that language should be written, and that language follows a certain set of rules believed to be prestigious. The descriptivists believe that language is described with the use of certain use of words and syntax. Since, today's society has had many technological advances many tend to lean more towards the descriptivists way of thinking.
Myers, discusses the purposes of this article by saying, "I want to show (…) that it is indeed the "linguistic" component (vocabulary and syntax) that ESL students as much or more than what is considered the "writing" (rhetorical0 component that ESL need most, and that their "errors" are persistent evidence of normal second-language learning and processing" (Myers 52). Myers believes that tutors should be cultural informants, similarly to "Guilt-Free Tutoring." She believes that being a cultural informant is more than just the structure of a society, but also the "way that a language determines, subordinates, complements, coordinates, pluralizes, counts, modalizes, interrogates, and lexicalizes"(Myers 55). She goes on to say that “writing tutors need to acknowledge and respond to the central role of lexis in language learning” (Myers 65). From reading the article, Myers opinion seems to be that tutors need to realize that ESL/EFL students are not on the same level of writing as native speakers especially when it comes to the lexical part of the English language so they need to be taught in a different way. Some tutors might think of her teaching method as unethical, but this only so with native speakers who knows the language better than ESL
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
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...
In the twentieth century, the avoidance of the using L1 in classrooms dominated teachers’ minds; as well it was implemented in many policies and guidelines of language teaching (Cook, 2001). Thornbury (2010) listed a set of arguments against using L1 in L2 classrooms mainly for that the translation of L2 into another language will play negative effects on students’ learning process. He pointed out that the use of L1 will result learners to have a cognitive dependence on their mother tongue at the expense of developing independence TL learning. Although the two language systems are not equivalent in many aspects, students may have an awareness of the notion of equivalence of the two languages if translation serves to convey meanings. Some argue that the use of translation to convey the meaning of the TL is more efficient and more memorable. However, Thornbury (2010) sees the opposite. He stated that the simple and direct way of translation will make L2 knowledge less memorable since the process lacks mental efforts in working out meanings.
In recent research, similar to written language, spoken language has been looked at through various aspects. one of the major concerns surrounding spoken language is the grammatical form of this discourse. Biber, Johansson, Leech, Condrad & Finegan (1999) states that the same English grammar can be applied to both spoken and written language however research shows that the two use these grammatical features differently.
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-
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.
When grammar is put to use in a society, people will often have different beliefs at what is the "right" or "proper" usage. This had led to the formation of two widely accepted forms of grammar, Prescriptivism and Descriptivism. These forms will often separate those who believe their form of grammar is the only correct way from those who use many forms they find to be acceptable. Descriptive grammar is formed by analyzing how speakers use a language, and deducing the rules they follow. Linguists create descriptive grammars in order to understand language more deeply. They understand that a single language can have multiple dialects, and that each dialect will have its own grammatical rules--internally
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
...006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
Syntax is the study of how words are combined to create phrases and causes in the sentences of a specific language (Freeman and Freeman, 2014). Syntax helps us to make clear sentences that “sound right,” where words, phrases, and clauses each serve their function and are correctly ordered to form and communicate a complete sentence with meaning. The rules of syntax combine words into phrases and phrases into sentences. Not only does it focus on the correct word order for a language, but it also helps show the relationship between the meaning of a group of words. Without proper syntax, a sentence can be meaningless. It is key to understand that while every language does have certain syntax, the syntax does vary from language to language. It