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The importance of Grammar in Language Teaching
The importance of Grammar in Language Teaching
The importance of Grammar in Language Teaching
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Recommended: The importance of Grammar in Language Teaching
Using Effective Methods to Teach Grammar to the Adult ESL Learners
Language is one of the fundamental traits distinguishing human beings
from the lower orders of life on earth. Most people agree that the
ability of language use has helped mankind to climb the evolutionary
ladder; therefore, language use is an essential component to people's
life in society.
Grammar is a part of language and it plays an important role in
language use. According to Weaver (1979: 3), the study of grammar will
not only help people become better language users, but also effective
listeners, speakers, readers, and writers. As a result, grammar has a
traditionally central role in language teaching.
Recently, many researchers have focused on the notion of how to teach
grammar effectively to children and adults. However a learner's
variations may influence grammar learning and teaching such as age,
sex, previous language learning, literacy, socio-cultural background
and so on. For instance, unlike children who have cognitive advantages
in learning a new language, an adult ESL learner often tends to use
formal rules in language learning (Harley 1986:14).
Due to the uniqueness of each language learner, teachers have to
develop different methods in teaching grammar based on students'
needs. Therefore, this paper will focus on the area of teaching
grammar by using effective methods to the adult ESL learners.
Giving the grammar explanation to learners is the first effective way
to teach adult ESL learners. Adults can benefit more in grammar
learning with the grammar explanation. Teachers will provide clear and
simple explanations to clarify the grammatical terms such as the
meaning of Verb Phrase and Noun Phrase in classes. T...
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...xford University Press.
Deakins, Alice H., Kate Parry and Robert R. Viscount. 1994. The
Tapestry Grammar. Boston: Heinle & Heinle Publishers.
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English. DC: Georgetown University Press.
Weaver, Constance. 1979. Grammar for Teachers: Perspectives and
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Weaver, Constance. 1996. Teaching Grammar in Context. NH: Boynton/Cook
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Author(s): Judie Newman Source: The Modern Language Review, Vol. 98, No. 4 (Oct., 2003), pp. 817-826
Vajda, Edward. "Linguistics 201: The Dialects of American English." Linguistics 201: The Dialects of American English. N.p., n.d. Web. 1 Mar. 2014. .
There are a lot of students being placed whose primary language is not English. Students walk into a mainstream classroom not being able to speak English. Students in this situation are call English Language Learners(ELLs). These students are not receiving appropriate language support to succeed in their language development which is causing them to not have the ability to acquire language.
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
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.
Fromkin, Victoria, Robert Rodman, and Nina Hyams. An Introduction to Language. 8th ed. Boston: Thomson, 2007.
The English Language Learner (ELL) assessment process is different in each state. Each state must assess student’s performance in reading or language arts in order to comply with the No Child Left Behind Act (NCLB). In addition NCLB requires that schools receiving Title III funds annually assess the English Proficiency of all Limited English Proficiency (LEP) students participating in Title III programs. Although the assessments may vary, the goals of the assessments are all the same, to assess where students are as they learn the English language. Is this assessment enough or should alternative assessments be required?
Issue No. 1 -. 33, 32, and a. Vol. 1, No. 1 -. 1, 1973; no. 2, 1974. California State College, Sonoma, Dept. of Education. of the English language of the country. Roseman, Ellen.
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
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.
Finegan, Edward,."Language :its structure and use" Edward Finegan, David Blair and Peter Collins. 2nd ed. N.S.W : Harcourt, Brace & Co., c1997
Lynne Flowerdew (2009) “Applying corpus linguistics to pedagogy” International Journal of Corpus Linguistics 14:3, 393–417
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.
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.
113-117. 151-195. The. English: A Linguistic Tool Kit, (2012), (U214, Worlds of English, DVD ROM), Milton Keynes, The Open University. English in the World, (2012), (U214, Worlds of English, DVD ROM), Milton Keynes, The Open University.