Principles of Teaching Grammar - Case Study Example

Teaching Grammar Introduction Grammar, the complex element of a language, which deals with base on some flexible or rigid rules and theories, is the base of teaching /learning process. Teaching grammar is considered as more difficult than teaching language through the development of skills. Here is an attempt to observe the teaching of grammar with the help of different types and methods of grammar. Thesis statement: Investigation/exploration through the background, principles, objectives, types, methods and teacher’s role in teaching grammar. 2- Background The grammar is an important part of a language. Without considering the target language as one’s mother tongue or as a second language, mastery in grammar helps to have mastery in the target language. Different types of definitions on grammar attempt to define it in diverse ways and it helps one to realise that grammar consists of a set of rules which is capable to govern the system of language as a whole. Also, it is a system of phonology, morphology, semantics and syntax. So, it is clear that is a logical explanation of the operation of a language. Historically, English was deeply influenced by Latin grammar and even now one can trace the influence. Additionally, the classical languages, i.e. Greek and Latin were used for documentation and these languages were considered as traditional languages of scholarship. Besides, one can easily identify the influence of Latin behind the creation of rules for English grammar. When English was neglected by the mass, its grammar also faced the same problem. But, in the eighteenth century, crave for knowledge created by renaissance spirit helped English to obtain a unique position, i.e. the language of the common people. Gradually, English became the language for state affairs and literature. The invention and Popularity of printing press helped the development of English Language and it generated the need for the study of English grammar. So, it is clear that grammar cannot be taught by disassociating it from the language. The mastery in grammar helps one to be proficient in an acceptable usage of language. In addition, different types and methods of grammar make use of different ways but the ultimate aim is same, proficiency. 3- Principles of Teaching Grammar The main principle that a teacher to keep in his/her mind is that he/she must have clearly defined objectives. The next principle is that classroom activities must be defined realistically according to the pre-defined objectives. Besides, the learning experiences must be planned completely according to the objectives because practice makes one perfect in any field. So, while teaching Grammar, a teacher must give ample importance to his/ her objectives. According to Richards& Rodgers, ‘Teachers may, for example, develop their own teaching procedures, informed by a particular view of language and a particular theory of learning.’(Richards& Rodgers2001, p.24) While teaching grammar, teachers can make use of the different theories to develop their own method of teaching. While teaching grammar, the duty of a teacher in the class room is to assist the students by providing appropriate learning experiences. For instance, same learning experience to a class with students with different cultural, social and economic background will not be much effective. So, the teacher can divide the tasks according to the ability of the students. There must be harder tasks to gifted students and easier tasks to slow learners and students who are backward in the class. Besides, ample practice sessions must be planned by the teacher to achieve the goal. Another important principle that a teacher must keep in mind is that timely correction of mistakes while attempting exercises is important. In a grammar class, less importance must be given to lecturing method as it seems to divert the attention of the students. Here, teacher can plan interesting learning experiences through practice sessions. In addition, positive reinforcement and encouragement for the correct completion of tasks may motivate the students. So, it is clear that the principles according to set rules in grammar may not be effective in the classroom and teacher can adopt individual principles according to different situations in the class. 4- Objectives The main objectives of teaching Grammar are: 1. To equip the learner to recognise the goal and principles of learning grammar. 2. To help the learner to identify the key steps of learning grammar. 3. To develop a positive attitude towards learning language by acquiring the basics of grammar. 4. To identify the importance of grammar in language. 5. To develop presentation skills through different and attractive activities planned by the teacher. So, it is clear that the main objectives aim to acquire mastery in the target language through learning the fundamentals of grammar. 5-Types of Grammar The evolution of a language from its crude form to its refined/modern form occurs through ages. Similar to this fact, the grammar pattern of a language also changes according to the situation. For instance, rigid rules related to grammar may change to more flexible rules. Some rules had become outdated and new rules are added. So, it is evident that the rules related to grammar undergo change and this helps the origin of different types of grammar. These are the main types of grammar in English. Traditional Grammar: It is theory or language structure mainly based on Greek and Roman sources. The term ‘Traditional’ is used to differentiate it from current theories on linguistics. Traditional grammar is widely used in primary schools. But, it is not a unified form of grammar and tries to stick on to the old theories in grammar. Moreover, traditional grammar differentiate the elements which form a sentence and within sentence elements. As it is based on rules, it is widely used in other countries which consider English as an important language. Structural Grammar: It is closely related to the written and spoken forms of language which provide due importance to sentence construction. But it gives less importance to the words used for the creation of sentence and shows keen interest to the overall construction of the sentence. When this form of grammar is used in written documents, it feels to the reader that there is less implied meaning to the words. In addition, its aim is to construct sentences with straight forward meaning. Generative Grammar: It is closely related to the study of syntax and a set of rules which helps one to combine words to construct grammatically correct sentences. These rules are helpful to predict the morphology of the sentence. The creator of Generative grammar is Noam Chomsky, the world renowned American Linguist. Besides, Generative grammar attempts to differentiate sentences into grammatically correct or not. In linguistics, there are divisions within the Generative grammar. The proponents of Generative grammar argue that mastery in grammar cannot be acquired either from communication or from the environment. But it can be acquired by constructing sentences according to the rules. Prescriptive/Nominative Grammar: It is related to a set of grammatical rules which helps the learners to follow the language. So, it acquired worldwide acclaim and is widely used in schools to teach grammar. The rules are rigid but supportive for the learners to use the language in a proper/acceptable way. But it does not accept other forms of grammar and claim that it is the only way to learn grammar in an effective way. Anyway, Prescriptive/Nominative Grammar is widely taught in schools because it helps the learners to have a firm base in grammar and eventually, proficiency in target language. Descriptive Grammar: This is type of grammar is closely linked to the usages of the people who use the language for regularly conversation and is developed by prescriptive linguistics. Besides, it is scientific and provides ample importance to usage/the way that the speakers use the language. The rules are more general than Prescriptive/Nominative Grammar but are less popular in schools. It is an interesting fact that children acquire the rules of Descriptive grammar with less effort because it is acquired automatically through day to day usage of the language through conversations. Formal Grammar: It is the grammar used to construct sentences in fields like computing, formal semantics etc. This is based on a group of formation rules which are helpful to form strings from alphabets. As it attempts to deal with the manipulation of the strings that are formed, the language parts like semantics is totally ignored. This grammar consists of symbols with random word meaning. Moreover, the words are used as recognisers to identify the implied meaning assigned on it. 6- Methods Used For Teaching Grammar As English is a global language with incredible popularity in almost all world countries, different methods are used for teaching grammar. According to Ur, ‘what order-will have to take into account both the wide range of knowledge and skills that need to be taught.’(Ur 1988, p.6) Before choosing a method to teach grammar, teachers must keep in mind the fact that a variety of knowledge and skills are to be taught. The Grammar Translation Method, Natural Method, Direct Method and Structural/Oral Method are the important methods used for teaching grammar. Grammar Translation Method: It is the earliest method, similar to the method used to teach Greek and Latin and it is also known as Classical Method. This method is based on memorisation of grammatical rules. It is related to the translation of texts but neglected the development of skills like speaking and reading and is supposed to equip students to achieve mastery in syntax, phraseology etc. This method gives unwanted importance to translation and considers it as the only way to learn vocabulary. In addition, it aims to teach words and sentence structure through memorising the rules of grammar. Natural Method: It is a reaction against the Grammar Translation Method. This method is based on the view that best way to teach grammar is to follow nature. In addition, it points out that the best possible way to teach grammar is to allow the learner to learn through natural ways. Here, the teacher is only a facilitator who helps the learner to correct the mistakes. Natural Method was able to change the role of the teacher as an educator. Besides, it helps the learner to learn by his own effort and speed. As it is a revolt/reaction against the Grammar Translation Method, it discards the strict laws of grammar. But total ignoring of methodical study of grammar reduced the importance of Natural Method as a pure method. When other methods emerged from Natural Method, its importance gradually declined. The direct method: It was the reformed kind and logical extension of Natural Method. Besides, it is closely related to the Behaviourist School of Psychology. It gives ample importance to direct association between experience and expression. It aims to motivate the learner to think and to cultivate sense on language. Also, this method gives importance to the development of speaking skill. But this method has certain limitations and the most important one is that a limited number of words can be connected (associated) with meaning. Another limitation is that it completely neglects the skills like writing and reading. The Structural/Structural-cum-Situational /Oral Method: This method has its origin in Structural Approach. It emphasises the fact that learning the basic structures is the most important step to learn a language. Learning structures is an added advantage for acquiring vocabulary. The contributions of L. Bloomfield and C.C. Fries are significant in the field of Structural Method. Besides, this approach is based on a scientific view of teaching language/grammar, i.e. gives emphasis to graded structures. This method helps the student to listen his/her teacher, to analyse the word structure and reproduce the structure by his/her own. 7- Teacher Roles The Teachers play the most important role in teaching grammar and their role is undergoing rapid change. Earlier, teachers were forced to stick on to the rigid rules of grammar and role in academic scenario was to teach. But now the situation is different and teachers are no more mere teachers, but felicitators. Their aim is not to teach the students forcibly, but to assist/help the students in the process of learning. These are the main roles of teachers in teaching grammar. 1. To introduce the students to the basics of grammar. 2. Usage of appropriate form/type of grammar for students with different capabilities. 3. Introduction of language through learning grammar. 4. Help the students to be proficient both in grammar and language. 5. Provide timely correction and motivation to acquire mastery. 6. To help the students to construct simple to complex sentences without major mistakes. 7. Timely updating of one’s knowledge in innovative movements in grammar and its introduction and evaluation of effectiveness in the class room. 8. Creation of innovative learning activities with the help of attractive teaching aids. 9. Motivation and innovative methods to assist slow learners in the class. 10. Evaluation of the effectiveness of class room instruction of grammar, identification of mistakes, and to implement measures to rectify those mistakes. 8- Conclusion By summing up, it is clear that the main objective of teaching grammar is to help the students to gain mastery in the language with help of fundamentals of grammar. By evaluating the effectiveness of different types of grammar, it is apparent that the effective use of theory and practice helps the students to gain mastery. Moreover, the methods used to teach grammar are with strengths and weaknesses. It is clear the most important role of a teacher in teaching grammar is to guide the students towards the fundamentals of grammar, through different pre-planned learning activities. So, teaching grammar is the base of language and both the grammar and the language influence each other. In addition, universal outlook of English language helps the teaching and learning of grammar to acquire a unique place in the field of Linguistics. References Richards, JC, & Rodgers, TS 2001, Approaches and methods in language teaching, Cambridge University Press. Ur, P 1988, Grammar practice activities: a practical guide for teachers, 5th edn, Cambridge University Press. Read More