Grammar
According to Longman
Dictionary of Applied Linguistics, Grammar is “A description of the structure
of a language and the way in which linguistic units such as words and phrases
are combined to produce sentences in the language”.
During the early stage,
language learning should be in a natural way without emphasize rules of grammar.
It should be a conscious study in advanced stages. Grammar should be a means
and not an end in itself. Grammar should not proceed language but should follow
it.
Aims of Teaching Grammar
·
To develop the
understanding about the rules of grammar.
·
To develop a
scientific attitude towards language.
·
To develop the
insight into the structure of English language.
·
To develop their
mental abilities of reasoning and correct observation.
·
To enable the
students to assimilates the correct patterns of the language.
Advantages of Teaching Grammar
·
For the
development of scientific and logical attitude towards language.
·
For the
systematical knowledge of the language
·
For the
development of language skills.
·
For the mental
development of the learner.
·
For the
development of insight structure of language.
Disadvantages of Teaching Grammar
·
It hinders the
spontaneous learning of a foreign language.
·
Knowledge of
grammar does not help in speech and writing.
·
Learning the
rules of grammar only is not learning a language.
·
It does not
provide the ideas, thoughts and feelings to the learners to express.
Types of Grammar
1. Prescriptive Grammar.
It is also known as Formal Grammar,
Normative Grammar, Normative Grammar and Theoretical Grammar. It prescribes
rules for correct use of language, in writing and speech. It promulgates rules
and is traditional in nature.
·
Written language
is considered as the basis for the formulation of rules, not the spoken form.
·
Its rules are
considered rigid and not to be desecrated.
·
Any innovation to
or deviation from the set rules is considered ungrammatical and sinful.
·
Its methodology
of teaching is deductive.
In prescriptive Grammar words
are carefully classified into Parts of Speech, often based on the form, not on
the function. Merely by making the rules through one may not be able to use the
language efficiently, especially in speech. Prescriptive grammarians held that
rules should come first,use of language only next.
2. Descriptive
Grammar
This is known also as Functional Grammar
or Incidental Grammar. As the names suggest the rules of grammar collected from
the native speakers are encoded, described and used in functional contexts. The
rules are not rigid but are subject to change as the language changes.
In Descriptive Grammar the learner
first uses the language and gradually comes to the awareness of rules. It is
the grammar that functions spontaneously in speech. Hence, it should be the
concern of the curriculum designer as well as the teacher to give emphasis to
functional aspects of grammar.
3. Formal
Grammar
The Grammar taught in classes was called
Formal grammar. In such classes rules were laid down at the beginning and use and
practice followed. For example The rule that when the subject of a sentence is
singular the verb should be singular and when the subject is plural the verb
also should be plural, was illustrated through examples like:
John is a little child
John and Mary are little children
John, George and Mary are little children.
In
teaching Formal Grammar, the fact that English language is a living language
and that it is ever changing was neglected and as a result of it English
language began to neglect Formal Grammar. For dead languages Prescriptive
Grammar may be appropriate, but not for a living language like English.
4. Functional
Grammar
Functional Grammar is learnt
incidentally as against Theoretical or Formal Grammar which is taught through
mechanical or artificial Practice.
·
It favours the
ability to use language.
·
It describes
grammar more in terms of functions than forms.
·
It lays emphasis
on the usage of language.
·
Correct language
will develop naturally and without deliberate efforts.
·
Its methodology
of teaching is inductive.
·
It is student
centered.
·
It is suitable to
ever changing languages.
Methods of Teaching Grammar
There are Inductive and
Deductive methods for Teaching Grammar.
Thompson and Wyatt says
“Even when facts are discovered inductively the knowledge acquire has to be
applied deductively”. Inductive means to proceed from observation to law and
rules. Deductive means to proceed from law and rule to observation and examples.
Inductive Method
Inductive Approach begins from simple and
moves to the complex and from Particular to General. This approach is found to
be Psychologically sound.
Stages
·
Presentation of
an item
·
Students are
given exercises
·
They find out
rules
Features
·
Grammar is learnt
incidentally
·
Teachers has to
plan well with a lot of suitable example leading to the general rule.
·
All rules cannot
be thought by this method.
·
It consumes much
time and labour.
·
It is student
centered.
Deductive Method
In Deductive Approach rule is given first,
examples are followed. Exercises will be given to the students to reinforce the
rule.
Deductive Process
·
Generation of
rules
·
Verification and
application of the rules by observation and analysis.
·
Practice of the
examples of the rules.
Features
·
Grammar is learnt
as if by compulsion
·
It is suitable to
the later stage
·
More rules can be
taught if less examples are taken.
·
More rules can be
presented in less time.
·
Knowledge of
grammar will be more systematized.
·
It is subject
centered.
Selection and Gradation of structures
English is an international language.
It is a rich language. There are large number of structures of sentence pattern
in English. Selection of structures depends upon many factures. These Factors
are:
·
The ability of
the average learner
·
Age of the
learner
·
The time given to
the teaching of the subject
·
The capacity of
the teacher and the availability of the material
Besides
basic sentence patterns, structural words like pronouns (i, he, his, their,
some and any etc.) helping verbs (can will may etc.) articles (a, an, the) and
interrogatives (why, what etc) have also to be thought as they are very
important in English.
Many structures have more than one
meaning. So while selecting structures it should be kept in mind that
structures which have more than one meaning should also be selected and graded.
Each meaning should be thought separately.
Principle of Selection of Structures
·
Simplicity – The
simplicity of structure depends upon its form and meaning. For eg. the
structure ‘This is a pen’ is simple both in form and meaning. The structure ‘If
you had run, you would have caught the train’ is obviously more difficult
structure which should be taken up later stage. simple structures which are
simple in form and meaning should be selected and taught first.
·
Utility – More
useful structures should be taught firrst. The Structures which are used
frequently in speech reading and writing are selected first as they are more
useful for the learner. The patterns which are not frequently used can be taken
later.
·
Teachability –
Structures which can be easily thought should be taken up first.A structure can
be easily thought if it can be demonstrated in the classroom.For eg. the
structure . ‘I am writing’ is more easily teachable in a real classroom
situation than the structure.
·
Productivity –
Structures which provide the base for building up further sentences should be
selected
·
According to the
level of learner’s age and capacity – Structures should be up to the level of
learner’s age and capacity.
Gradation of structures
Structures should be put in a suitable order. Putting them in suitable
order is called gradation. The purpose of grading structures is to put the
easier and more usable structures before the difficult and less usable ones. The
gradation of structures can be done as follows:
·
Structures which
identify things and persons.
·
Structures which
locate them in space
·
Structure which
fix them in time
The Following are the Devices for Grading Structures
·
Utility – More
useful structures should be taken up first-Structures should be arranged
according to their relative usefulness at the various stages of the course.
·
Teachability –
Teachers should arrange structures in order.
·
Difficulty Level
– Proceed from simple to complex structures should be graded from the point of
view of their difficulty level.
Teaching grammatical items,
the teacher should make use of
appropriate actions, objects, pictures, realia, role play and so on, so
that the right concepts are easily established in the children.
Reference
·
English Language
Education by Dr. k. Sivarajan, T.V. Ramakrishnan and K. Mridula.
·
Effective
Teaching of English by Jamaluddeen k
·
Teaching of
English by Dr.Saket Raman Tiwari
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