...A STUDY ON THE IMPORTANCE OF GRAMMAR IN LEARNING ENGLISH In India English continues to be the medium of instructions in colleges and universities. It is also the language of the administration. English should be most useful “library language” in higher education and our most significant window on the world. English plays an important role in our national life. It was of great importance in the British India. It plays an important role in various fields. So grammar plays a vital role in the field of learning language. So working knowledge of grammar is required for a sound basis of language- ungrammatical use will create disorder, misunderstanding of ideas, and bad impression among the listener or the reader. In the words of Dr. West, “grammar is not a code of rules like etiquette and table manners, a statement of convention, it summarizes what is done by cultured people, and like etiquette, and it is a state of a constant”. NEED AND SIGNIFICANCE OF THE STUDY The most important ingredient of learning English is grammar. Because, when we come to learn a new language, we need to study its grammar. Grammar is the study of words and the ways words work together. Any person who communicates using a particular language is consciously or unconsciously aware of the grammar of that language. Students usually find difficulties in learning grammar and most of them hate grammar sessions. They do not realize that it is the back bone of language. Pupils at secondary schools also have difficulties...
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...Cassandra Booker Mr. Murray AP English Language & Composition B 17 April 2016 George Orwell's "Politics and the English Language" - Writing Prompt In George Orwell's essay, "Politics and the English Language", he discusses how good writing "has nothing to do with correct grammar and syntax, which are of no importance so long as one makes one's meaning clear." In many ways, Orwell is exactly right. The purpose of writing is often times to convey an idea, to relay information, or to make a point. "Correct grammar and syntax" are of much less importance when the purpose of writing is simply to tell of an idea or defend a point/main purpose. I agree with Orwell in which he has stated writing is not all about the wording and strong use of grammar. What makes good writing is the idea behind it and the detailing put into it. In his essay "Politics in the English Language", he explains how dying metaphors, operators or verbal false limbs, pretentious diction, and meaningless words are all just space fillers and are unimportant to the essay itself. He believes they are just a way for the writer to stall and drag on their work. There is a "half-conscious belief that language is a natural growth and not an instrument which we shape for our own purposes.” Words are meant to flow “naturally” and at ease. Instead, modern-day writers, and past writers as well, have made the mistake of forcing words and jumbling them together defeating their purpose in the process. Now, although...
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...observe in our classroom, teachers frequently use the different methods, strategies and approaches in teaching that are applicable to their students need. For example, if the students cannot achieve to fully express their intentions or comprehend the meanings of messages, an approach should be selected that helps the student to understand the language grammar. Conversely, if the students need extra motivation, an approach with frequent changes might be proffered. If a learner does not know how to use the language grammar, he will have to rely on lexis, gestures, intonation or other nonverbal features to express his or her meanings. Thus, in order for the communication to exist, people have to know language and its rules, which we call "grammar". Grammar is fundamental to language, without grammar, language does not exist. All languages have grammar, and each language has its own grammar" (Beverly, 2007 as cited in Williams, 2007). People who speak the same language are able to communicate with each other because they all know the grammar system and structure of that language, that is, the meaningful rules of grammar (Beverly, 2007 as cited in Williams, 2007). It has been defined and...
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...investigating the effects of grammatical error correction on EFL learners’ accuracy. Twenty-two males and females senior students were chosen randomly to respond to a questionnaire investigating their beliefs about immediate grammatical error correction. Therefore, this study was conducted in order to answer this question: what is the effect of grammatical error feedback on students’ accuracy? Results related to the questionnaire that was delivered to the participants proved that immediate error correction enhances and has a positive effect on their accuracy. Introduction Accuracy, in its simple view, is the ability to produce grammatical correct sentences (Gower et al. 1995). Since its vital role in acquiring the English language in Palestine, grammar should seize a wide distance in EFL classrooms and should be taught either inductively or deductively. Nevertheless, the process of teaching and learning does not guarantee that all learners are expected to produce grammatical sentences, so the role of the teachers, here, is to respond and give immediate feedback. The erroneous utterances may interfere with the intelligibility of what is said. When the feedback provided during a conversational interaction, the acquisition process is facilitated (Rahimi & Dastjerdi 2012) and the direct treatment of errors helps learners learn better. The feedback and correction of errors are parts of the process of learning and teaching....
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...George Orwell is an English novelist and literary master during the early 20th century. Orwell wrote the piece “Politics and the English Language” as a means of critiquing "ugly and inaccurate” written speech during his time but for all times as well. In it, he also establishes and explains a relationship amidst political conventions and the ever-increasing degradement of the English language. Orwell claims that grammar and syntax lead to a number of consequence that ultimately promote vagueness, so he asserts that concreteness and clarity are of utmost importance to a writer. Are we to conclude that the mechanics, structure, and overall fluidity of writing mean absolutely nothing? I, for one, am in great opposition to this thinking. Grammar...
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...different environments giving them access to a multitude of diverse and very interesting dialects. These people are taught English as a second language by learning proper English grammar. Children should be taught the same standard of proper English. Understanding the standard of the English language helps in everyday situations. Schools teach a standard of English that is the base of the English language. Without the base, the other dialects cannot exist properly. Students should be required to learn a standard for English. Without learning how the language is built, it is hard to have proper communication skills required to maintain a professional job. You can still speak and write the way you wish, but without the proper foundation, you can’t be taken seriously in the workplace. How would it look if you were working in an environment that outstanding communication was required, but you don’t know what to do? An employer may not promote you or even keep you employed. Grammarly.com held a survey of 100 LinkedIn profiles to determine if proper grammar in the workplace aided employee in promotion. Roughly half of the profiles received a promotion in their workplace due to the use of proper grammar. Employers determined those employees with better grammar we capable of handling the job of a higher position. Using improper grammar in the workplace can also lead to confusion. Workers may not be able to understand what is being conveyed by the company. Confusion then...
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...elsevier.com/locate/tate Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing Debra Myhill a, b, *, Susan Jones a, Annabel Watson a a b University of Exeter, UK University of Wollongong, Australia h i g h l i g h t s Teachers’ grammatical knowledge influences what students learn about writing. Limitations in teachers’ grammatical content knowledge can generate student misconceptions. Teachers’ ‘applied’ knowledge is more significant than declarative knowledge. a r t i c l e i n f o a b s t r a c t Article history: Received 27 June 2012 Received in revised form 17 July 2013 Accepted 19 July 2013 Teaching grammar has been mandated in statutory curriculum documents in England since 1988. Yet despite this, research evidence continues to suggest that metalinguistic knowledge is an area of challenge for many teachers. Drawing on data from a larger study, this paper considers the role of teachers’ grammatical knowledge, both content and pedagogical content knowledge, in mediating learning about writing in the classroom. It also illustrates how students’ learning about writing is influenced by teachers’ metalinguistic knowledge. The study highlights that grammatical pedagogical content knowledge is more significant than grammatical content knowledge in supporting meaningful teaching and learning about writing. Ó 2013 Elsevier Ltd. All rights reserved. Keywords: Metalinguistic Grammar Writing Content knowledge ...
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...Ronnie Spears Dr. Tolokun Omokunde NTS403, Introduction to Biblical Languages July 7, 2014 Final Exam Ronnie Spears Dr. Tolokun Omokunde Introduction to Biblical Languages May 30, 2014 Week 2 Reflection Paper “Off the Shelf and into Yourself” In this modern time of electronic explosion, using the right tools to properly exegesis the word of God is crucial. Not eliminating the bible as the concrete foundation of our Christian knowledge but allowing other resources to become windows in our biblical mansion. The author Mr. Black is sharing with us the necessity of having the right tools to properly make application of the word of God. Greek is the language used by the Gentiles in the New Testament and to adequately teach or preached the New Testament scriptures one need understand Greek translations. There are tools to assist in understanding Greek and we must take advantage of them just like a mechanic always update their tools according to modernization of cars. Paul writes to Timothy and states “to study to show ourselves approved to God, a worker who does not need to be ashamed, rightly dividing the word of truth”, (II Tim. 2:15). The author recommends ten essential tools in using and understanding Greek in ministry, which six of those tools will be discussed in this assignment. Let me establish that all of the tools are essential although I am discussing only six. The first tool is an English bible, whether the King James, (which is the recommended...
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...“The language that the world is crying out to learn is diseased in its own country.” English is but the third most commonly spoken language in the world, and yet so many people in foreign countries wish to learn it. The problem we face is that of people in other countries, where English isn’t their native language, ending up being able to speak the language better than those native to England. This old, sophisticated language is slowing deteriorating and for something significant to happen in the right direction we need to tackle the problem here in the UK. Something that might motivate us to want to do something about it is this quote from the ‘Reith lecture 1996’- stating that “the standard of speech and pronunciation in England has declined so much… that one is almost ashamed to let foreigners hear it”. If they said that that back in 1996, I couldn’t bare to imagine the sate we’re in now. People have become lazy and just don’t care any more. Now if you try to correct someone’s grammar they say ‘they don’t care’ or call you the ‘grammar police’. They get annoyed- and they’re the ones in the wrong. My point: that something isn’t right if the ones trying to do something about this crisis are just getting it back in their faces. A recent survey taken- asking people about their opinions on speech and grammar and its importance- brought back results of 74% of people saying that it doesn’t matter to them either way- if people spoke with proper grammar or not. Some even...
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...2013 Essay 1: The Code Talker Paradox In the chapter “The Code Talker Paradox” by Mark Baker, he argues that language is surprisingly complex and paradoxically simple. This claim backed by evidence of similarities and differences between languages has also lead Baker to conclude that grammar is universal among children. He arrived at this concept because of the easiness for children to pick up language while the smartest of adults struggle endlessly to learn. When one looks at how complex language is, the only proof that can explain this phenomenon is that any child with a healthy brain must have an innate universal grammar that must coincide with all languages. One difference between the languages of Navajo and English is the that while in English the direct object of a sentence goes after the verb, in Navajo the direct object is before the verb. So if in English one were to say, “Boy saw girl”, even if the Navajo knew the word translation they would have no idea what you were saying. While vice versa in Navajo if one were to say that it would read to an English person Boy girl saw, which wouldn’t make any sense in English. Even if one can understand the translation of words, to make sense of a sentence is incomprehensible. Another example showing the complex differences between the two languages having to do with word order is the Navajo’s primal importance placed on nature in their tongue. In a Navajo sentence humans are placed at the top of the pecking order, meaning...
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...Implementing Elements of CLL in Consolidating Grammar in Lower Secondary School. The aim of the project: To check the effectiveness of Community Language Learning in consolidating grammar in a non-threatening atmosphere and through whole person learning. Justification of the aim: As Stevick (1990) claims it is very disturbing and confusing for students when the teacher is continually browbeating him for every error. An appropriate response to it is an assumption of CLL inventor who “(...)builds his approach on the conviction that nonthreatening counselling relationship between the teacher and the learner is the perfect concept for whole-person learning.” (Dakowska 2007: 77). The aim of this project is to examine whether this assumption facilitate learning which should come naturally and easily. THEORETICAL PART 1. Community Language Learning 1.1 An outline of the method (history, origin and inventor) 1.2 Basic assumptions (a general characteristic of CLL and a description of the main assumptions ) 1.3 Techniques and teaching activities (a general description of CLL techniques) 1.4 Teacher and learner roles (a description of attitudes, functions and roles of the teachers and the learners; the nature of student-teacher interaction) 2. Teaching grammar 2.1 The notion of grammar 2.1.1 Defining grammar 2.1.2 The role of grammar in language teaching 2.2 Different methods of teaching grammar (teaching grammar from rules (deductive learning – pros...
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...Can Grammar or Phonetics be taught through Games? Table of Contents I. Introduction ……………………………………………………………………..……………1 II. What is Grammar?……………………………………………...………………………………2 III. The place of Grammar in the language teaching……………….…………...2-4 IV. Games and Grammar teaching/learning: A.Background of Grammar Games……………………………………………..…..……4 B.The function of Games………………………………………………………………4-5 C.The roles of teachers and learners………………………………….………5-6 D.Factors affecting Grammar Games: Age……………………………………………………………………..………6-7 Ability in the target language…………………………………..7 Motivation…………………………………………………………………..7-8 Size of group…………………………………………………………..8-9 Time…………………………………………………………………………....9 V. Conclusion……………………………………………………………………………...………10 VI. Appendix……………………………………………………………………………….…11-13 Introduction This paper aims at discussing the issue of teaching grammar through game activities, which derives its importance from the pursuit of excellence in language learning and teaching. At this point it is probably a good idea to start with some definitions of grammar, followed by the place of grammar in language teaching. In this context, researchers speak of the grammars of a language rather than of the grammar. Therefore, different methods of teaching a language will be presented and two of them will be discussed individually; that is to say, structural and communicative. What I would like to take into consideration...
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...response (TPR) is a language-teaching method developed by James Asher, a professor emeritus of psychology at San José State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions. The method is an example of the comprehension approach to language teaching. Listening serves a dual purpose; it is both a means of understanding messages in the language being learned, and a means of learning the structure of the language itself. Grammar is not taught explicitly, but is induced from the language input. Asher developed TPR as a result of his experiences observing young children learning their first language. He noticed that interactions between parents and children often took the form of speech from the parent followed by a physical response from the child. Asher made three hypotheses based on his observations: first, that language is learned primarily by listening; second, that language learning must engage the right hemisphere of the brain; and third, that learning language should not involve any stress. Total physical response is often used alongside other methods and techniques. It is popular with beginners and with young learners, although it can be used with students of all levels and all age groups. Natural approach From Wikipedia, the free encyclopedia Jump to: navigation, search The natural approach is a method of language teaching developed...
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...Hospitality Management and Tourism, Laguna State Polytecnic University Los Baños Campus, Los Baños, Laguna In Partial Fulfillment of the Requirements for Methods of Research Samantha L. Banasihan Mark L. Banasihan CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction The importance of English language for enhancing educational attainment through improved communication ability can never be over emphasized. Students who have so much difficulties with their communication skill in English language may not function effectively, not only in English language but in their academic and this is no reason than the fact that English language in Philippines today is the language of text-books and the language of instruction in schools. When English Language proficiency is high, it will definitely affect and improve the academic performance of such students. Nevertheless, where the proficiency in English is lacking in any academic setting, it will definitely lower the academic performance of such students. The competency in English significantly determines performances in intelligence or academic tests. The explanation above seem to suggest that mastery of English language is very importance even in students’ academic performances in intelligence tests, especially when it comes to the issues of Bachelor of Science in Hotel and Restaurant Management education that involves a lot of laboratory and workshop practical in the acquisition of skills. Technical Education is an aspect...
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...Political argument A. 1. In paragraph 3, Orwell points out two common faults in the sample passages. What are these faults? Correct grammar and syntax. 2. Orwell presents guidelines for using metaphors. Briefly describe these guidelines. Being preoccupied with grammar could make writing meaningless. He said you can have a whole bunch of words with no metaphors and these words would have no meaning. Too much metaphors and no paying attention to grammar will bog the meaning down. This will make the reader lost and he won’t be able to understand. It’s good to use good grammar, but don’t make that your only concern. 3. Pretentious diction poses a number of problems, according to Orwell. Explain what these problems are. If they are unable to put their thoughts in “words” then their ideas won’t be effective. Grammar is like cane to hold up their sagging argument. 4. Give three examples of Orwell's idea of meaningless words. romantic, plastic, values 5. At the time of this writing, how did Orwell view the state of the English language ? How did it get that way? He thinks the English language is too vague. He thinks it’s easier to make up words then to find a word in English words. 6. Orwell mentions and explains "the defense of the indefensible." What are some examples of this? What is the importance of English usage here? Things like the continuance of British rule in India, the Russian purges and deportations-Defense. Defense doesn’t imply....
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