CHAPTER:06 TEACHING OF GRAMMAR

CHAPTER: 06

Teaching of Grammar

This Chapter Deals with

Introduction

Meaning of Grammar

Definition of Grammar

Characteristics of Grammar

Aims and objectives of teaching Grammar

Present position of Grammar in the schools

Types of Grammar

Difference between Traditional and Functional Grammar

Aims of Teaching Grammar

Advantages of Teaching Grammar

Disadvantages of Teaching Grammar

Principles of Teaching Grammar

Methods of Teaching Grammar

                                     The Traditional Method of Teaching Grammar

Inductive and deductive Method of Teaching Grammar

Incidental Method of Teaching Grammar

Informal Method of Teaching Grammar

Grammar Games

Introduction: Language is a vehicle by which we communicate our thoughts, feelings, emotions and experiences with each other but grammar is considered as a machine by which that vehicle is set in motion. Grammar is a theory of a language; it is the study of the organization of words into sentences. In the teaching learning of a language, grammar occupies an important place. Grammar deals with the functions of words in a sentence. Every language has its own grammar. Knowledge of grammar is much more important for a second language learner than to a native speaker. It is therefore, necessary for us, to whom English is a second language, to learn the grammar of the language. Here it is very important to know for all of the Indian students what grammar is?

Meaning of Grammar: The meaning of grammar is different things to different persons. An ordinary person feels that grammar tells about right and wrong language. It is the sum total of rules and regulations of the language. Thus grammar follows the rules and principles established over a period of time. Grammar presents the facts of language arranged under certain categories and deals only with what can be brought under general laws and stated in the form of general rules. The meaning and concept of grammar will be more clear by the following given definitions which are stated by the eminent scholars.

Definition of Grammar

 “Grammar is the body of empirical rules which explain and regulates the structures of the sentences.”

Gordon

, “Grammar is not a code of rules, it is , like etiquette and table manner, a statement of conventions, it summarizes what is done by cultural peoples, and like etiquette, it is in state of constant change.”

Dr. West

 “Grammar presents the facts of the language, arranged under certain categories and deals only with what can be brought under general laws and stated in the form of general rules.”

Thompson

 “Grammar is the practical analysis of a language.” It’s anatomy.

Dr. West

 “Etymologically it means the study of letters. It is the science that lies behind the art of literature and the composition.”

                                                                                                                                                      Ballard

                                             All the above definitions of grammar concluded that grammar consists of certain rules that govern the system of language units and structures by which we communicate with each other. Thus the study of grammar can help us in communication. It is the system consisting of phonology, morphology, semantics and syntax.

Characteristics of Grammar: On the light of the above meaning and definitions, the grammar has the following characteristics -:

v  Grammar is the theory of a language.

v  It is the study of the organization of words into sentences which is based on certain rules.

v  English grammar was developed and written on the basis of Latin grammar.

v  Every grammar has its own grammatical norms.

v  Grammar is a major component of language which establishes the relationship between words.

v  Grammar presents the facts and rules of a language, arranged into certain categories and stated in the form of general rules.

v  Grammar has not the code rules; it is like etiquette and table manners of speaking and writing a language.

v  Grammar is the characteristic and specialties of a language. It has been made in order to establish the rules and principles which are followed by the speakers and writers.

v  Grammar is the system of consisting phonology, morphology, semantics and syntax.

v  Grammar is the machine through which we transfer our ideas and feelings with each other.

v  It is the linguistic etiquette or norms which are used in conversation.

v  It is the branch of linguistic science and analytical aspects of a language.

v  Grammar is the set of formal pattern of the arranging words of a language.

Aims and objectives of teaching Grammar: The aims of teaching grammar should be to make pupils think scientifically about language. One of the major aims of teaching grammar is to enable the students to speak grammatically. The teaching of grammar anticipates correct expression of the students -:

v  To develop students insight into the structures of English language.

v  To develop a scientific attitude about the language.

v  To enable the pupils to express their ideas logically and correctly in speech and writing.

v  To teach grammar as a rule governed behaviour and not as mere rote learning.

v  To enable the pupils to develop their understanding about the rules of English grammar through use and practice of its structures.

v  To develop the students mental abilities of reasoning and correct observation.

v  To enable the students to assimilate the correct patterns of the language without rote memorization.

Present position of Grammar in the schools: Wilkins observes, “The acquisition of grammatical system of a language remains a most important element in language learning. The grammar is the means through which linguistic creativity is ultimately achieved and an adequate knowledge of grammar would lead to serious limitations on the creativity for communication. A national syllabus, no less than a grammatical syllabus, must seek to ensure that grammatical system is properly assimilated by the learner.” Without the knowledge of grammar of the language, one’s learning of the language is inadequate; conscious learning of grammar is slowly converted into an automatic process. These grammars must be taught. Chapman has rightly opined, “The essential features of English which pupil must be acquainted with are: word order, tense formation, sentence joints the fixed nature of idioms and flexibility.” The place of grammar in the modern schools is as given below-:

v  According to Ballard, “formal grammar fails to provide a general mental training, does not enable teacher to eradicate solecism, does not aid in composition and take up time which could much more profitably be devoted to the study of literature.” The descriptive grammar puts emphasis on function of language.

v  It taught incidentally and informally at the early stage.

v  It is secondary place.

v  It follows the language to quote C.E. Eckersely, “the rules of grammar are like the laws of nature. The laws were not made for nature to obey, but are simple a few facts which wise men has observed as to the way nature acts. So the grammarian merely examines the language of best speakers and writes and deduces rules from their rise of it.”

v  It starts when pupils acquire some command over the language.

v  During the first year only functions of words and the way they are used is taught. During the second and third years sentence patterns, phrase patterns, structural words and the way in which English uses a few inflexions are taught. At the senior stage these are followed coupled with analysis, synthesis, direct and indirect narration, transformation, compound and difficult sentences.

Types of Grammar: Learners may learn grammar either through conscious efforts or by imitation and intuition. Grammar is evolving as language evolves. So there are different types of grammar. Some of the important types of grammar are as follows-:

v  Prescriptive / Traditional/ Formal Grammar

v  Descriptive/ Functional/ Incidental/ Informal Grammar

v  Scholarly Grammar

v  Structural Grammar

v  Transformational Generative Grammar

v  Prescriptive / Traditional/ Formal Grammar:  It is the traditional or formal grammar which ties the language with rules and let it not flourish on its own with the change which is the nature of a language. This type of grammar is also called as theoretical grammar. It lays emphasis on only rules and forms rather than on functions and their applications. In this way grammar is taught for the sake of grammar. This type of grammar ignored the affective and psychomotor domain of education. It only fulfills the cognitive domain of education.

v  Descriptive/ Functional/ Incidental/ Informal Grammar: This type of grammar is also known as functional and incidental grammar. This type of grammar is learnt by the students quite unconsciously while learning the language. The main emphasis is laid on functional side of language. It describes the behaviour of the language as it is used by its native speakers. Descriptive grammar is very useful for the young learners, as they do not find any interest but a means to an end. It overcomes the limitations of prospective grammar because it changes along with the changes in the language.

v  Scholarly Traditional Grammar: This type of grammar was developed by the scholars of university. In developing it they used bibliographical references, critical evolutions of the work of predecessors and through documentation by citations from English literature. It is full of diversity but the school grammar is not influenced by it.

v  Structural Grammar: An American linguistic Prof. C.C. Fries was the founder of this type of grammar. He published his book in 1952, “The structure of English”. Structural Grammar is only emphasizes on the structures of the sentence. The descriptive linguistics is much influenced by it. But it is not a complete system.

v  Transformational Generative Grammar: According to this type of grammar, there are two types of sentences -: (i) Basic Sentences and (ii) Transformed Sentence. Basic sentence cannot be derived from other sentence, i.e. “She is dancing, the transformed sentence, i.e. Is she dancing? Who is dancing etc. this grammar is in a developing stage and perhaps in future will give a systematic syntax of English.”

Difference between Traditional and Functional Grammar: Overall, generally we considered grammar is of two types. One is Traditional and another one is functional grammar. The formal grammar is the theoretical grammar and where the practical side of formal grammar is known as functional grammar. There are some students who learn the grammar of the English language theoretically and some of others learn English grammar from the practical or functional side. The differences between traditional and functional grammar is given below -:

v  Traditional grammar is also known as formal, theoretical and prospective grammar where functional grammar is known as descriptive and incidental grammar.

v  Traditional grammar is taught with the help of a grammar book but functional grammar is not taught as a separate subject.

v  In traditional grammar rules and regulations are memorized consciously by the students but in functional grammar students acquired rules and regulations unconsciously through imitation and practice.

v  Traditional grammar is taught deductively but functional grammar is taught deductively.

v  In traditional grammar first of all rules and regulations are told to the students and examples are given later but in functional grammar examples are given first and students arrive at rules with the help of examples.

v  Traditional grammar lays emphasis on cognitive domain but functional grammar lays emphasis on psychomotor domain.

v  Traditionally grammar is taught theoretically without functional utility but functional grammar is taught in situations which really happen. The functional grammar is based on experience and observation.

v  Traditional grammar is a sort of mental exercise in a purely abstract subject but functional grammar is linked up with speech, reading and writing.

v  Traditional grammar is taught formally and functional grammar is taught incidentally.

v  Traditional grammar is not based on our day-today talk and conversation but functional grammar is based on the functional utility.

v  Traditional grammar lays emphasis on rote memory but functional grammar emphasizes upon assimilating the correct patterns of the language without learning them by rote.

v  Traditional grammar is not very useful for the younger learner but functional grammar is very useful for the younger students.

v  Traditional grammar is the ability to describe the language where as functional grammar is the ability to use the language.

Aims of Teaching Grammar: The chief aims of teaching grammar can be described in the following points-:

v  To develop scientific attitude towards language.

v  To develop the mental abilities of reasoning in the students.

v  To develop understanding about the rules of the grammar.

v  To develop insight into the structure of language.

v  It should enable the students to absorb correct sentence patterns without having to resort to rote memorization.

Advantages of Teaching Grammar: Language is a vehicle which helps us to transfer our ideas, feelings, thoughts, emotions, experiences and knowledge from one to another but grammar is the machine by which that vehicle is set in motion. So, without the machine means “Grammar” the vehicle means “Language” will not be in a motion. Some of the merits of the grammar are the followings-:

v  Grammar is essential for correct and adequate expression of language.

v  It is behind the logic of a language.

v  Its teaching is essential to proceed from concrete to abstract.

v  It gives an insight into the structure of language.

v  It is a systematized knowledge of the language.

v  Its importance in writing is unbeatable.

v  It provides the criterion for judging the correctness of the language.

v  It develops various mental abilities of the students.

v  It helps in writing correctly.

v  It helps in composition and translation works.

v  It helps the students in mastery over the language.

Disadvantages of Teaching Grammar: At present times grammar is losing its importance. Scholars have freely criticized it. Grammar is a set of stiff dogmatic percepts, according to which some things are correct and others absolutely wrong. According to P. Gurrey, “in secondary schools, the use of parsing and full analysis is a waste of time compared to the effectiveness of many other exercise.” This criticism is due to the following demerits of grammar -:

v  It hinders the spontaneous learning of a foreign language.

v  Knowledge of grammar does not help in fluency of speech and writing.

v  Learning the rules of grammar does not imply learning a language. It requires drill and practice.

v  It does not provide the ideas, thoughts and feelings to the learners to express themselves.

v  Grammar does not lay down rules for the language to follow. It merely observes and records the language.

v  Grammar does not deal with the language entirely; it limits its utility to one part of language which may comprise of parts of speech, idioms, phrases, proverbs, fluency, articulation, vocabulary and colloquial expression.

v  Language is total sum of ideas and notions, and grammar does not provide them. A language without concept is lifeless and worthless too.

v  Grammar has absurd forms in it which are seldom used.

v  It does not include the formation of paragraphs, the rhythm of expression and the style of speaking and writing.

v  It is not useful for the younger students.

Principles of Teaching Grammar: Various suggestions have been given to make the teaching of grammar more effective and interesting. They are of the followings-:

v  Appropriate use of audio visual aids.

v  Teaching of grammar should be correlated with composition.

v  Grammar should be taught only when it is necessary.

v  Grammar should be taught according to the age and mental level of the students.

v  The material should be selected from the text books.

v  Maximum opportunities should be given to the students for grammatical exercise.

v  Arousal of interest among the students for learning grammar.

v  Use of language laboratory.

v  Teaching of grammar should be begin with the concrete statements of a grammatical statements.

v  Encourage the students to make up their own examples.

v  It should not be taught as an intellectual exercise of the pupils but the aim should be to make them skillfully users of the language.

v  The teacher should introduce an inquiring approach to enable the students search and investigate about the grammatical problems.

v  Lesson should be planned before hand for teaching grammar.

v  The teacher should be particular about the correction and follow of works.

v  Grammar based translation should be given to the students.

v  Use of mother tongue if the students needed.

Methods of Teaching Grammar: There are various methods advocated for teaching of grammar. New methods have changed the old concept of teaching grammar. The various methods of teaching grammar are as shown in the given chart-:

The Traditional Method of Teaching Grammar -: This method makes use of text books to teach grammatical rules. The teacher explains the grammatical rules with examples from the text books. Later exercises are given to test the knowledge of the students. The procedure of this method is “from rules to examples”. For examples the teacher tell the definition of noun, “ a noun is the name of a person, place, animal or things” then he presents examples of each category -: person, place, animal, thing and asks the students to memorize the definition and point out nouns from a given set of exercises. This method of teaching English grammar enjoyed a high place some decades ago.

Demerits of this Method: The traditional method of teaching English grammar is going out of these days due to the following reason-:

v  It emphasizes on rote learning.

v  It does not follow the maxims of teaching i.e. proceed from known to unknown, simple to complex, example to rule etc.

v  Students find it less interesting as memorization of rules and definitions as a dull task.

v  Students may forget the rules and definitions even after memorizing them.

Inductive and deductive Method of Teaching Grammar: This method is one of the best methods for teaching English grammar because it follows the educational and psychological principles. This method has been drawn from the realm of science, because grammar is the science of language, on the other hand. In inductive method, examples are given first and rules are inferred later. Deductive means to proceed from rules to example. In the opinion of Ballard, “Language, whether native or foreign, is better learnt through its use than its gramma, although the study of grammar leads to a greater accuracy in its use.” According to Thumpson and Wyatt, “Even when the facts are discovered inductively, the knowledge acquired has to be applied deductively, or it is apt to be forgotten for lack of use.” Hence, grammar should be taught inductively. It is being successfully used to teach grammar, if the following steps will be followed successfully -:

v  Systematic presentations of examples and illustration.

v  Generalization.

v  Application of the rules.

v  Practice in the change of voice with the help of examples.

Merits of this Method: The merits of this method as given in the followings-:

v  It follows the maxims of teaching.

v  It is based on educational and psychological principles.

v  It arouses interest in the pupils.

v  No place of memorization.

v  It stimulated student’s power of thinking, reasoning and assimilation.

v  It keeps the pupil active.

v  It makes the teaching learning process easy and interesting.

Demerits of this Method: The demerits of this method as given in the followings-:

v  It is only applicable in early stage.

v  This method is not complete in itself.

v  It can interfere with the normal teaching.

v  Oral aspects are ignored.

v  It does not give enough pattern practice.

Incidental Method of Teaching Grammar: This method is also known as correlation or reference method. In this method grammar is taught incidentally by relating to the text books, translation and composition. In this way students can know the particular use of grammatical laws. Under this method, the rules of grammar are taught to the students in a separate class. Reference to the concerned rules of grammar is very useful as it provides a platform to the students for practical use of the rules of grammar, however, there is always the fear that the teaching of text may divert from the original aim. It can at times turn out to be an exercise in futility. In order to overcome the shortcomings of this method, it can be used as a corollary to other methods. The advantages of this method is that students known the practical use of grammatical laws.

Demerits of this Method: It has the following disadvantages -:

v  It is not a complete method.

v  It can interfere with the normal teaching.

Informal Method of Teaching Grammar: In this method grammar is taught with the help of the usage and not by rules. The usage of words, phrases and sentence patterns can be learnt by continuous practice in listening, reading, writing and speaking. Hence, this method can also be used with the beginners.  In the words of Suri and Bhardwaj, “The informal method connotes usage informally during correction work. The method is necessary in the early stages when the pupils have not mastered enough of vocabulary and are yet baffling with speech.”

Demerits of this Method: This method has the following demerits-:

v  All the grammatical rules cannot be taught by this method.

v  As grammatical rules are not important in this method, students are not benefited much from this method.

v  It is not an economical method, much time and labour is consumed by this method.

v  Students do not get systematized knowledge of grammar.

Grammar Games

Game-1: Conjunction

Procedure: In this, the game of naught and crosses are to be played. But instead of naught and crosses there will be the words. The teacher draws the given chart on the blackboard. The class is divided into two groups. The first group has to select a word and construct sentence with it. For example-: I like reading but hate writing. Then the second group selects another word and make sentence with it. Words which are select are not used again. The game should be won by either group by crossing diagonally, across a row or down the column.

but	If	Since
As	either	Because
neither	Though	and

Game-2: Passive voice

Topic -: “Caught in a storm”

Procedure: while returning home you caught in the storm. Relate the incident hoe trees fell downs and the roads are blocked……write ten sentences on it using passive voice. A picture can be provided to make the task more interesting.

Game-3 : Use of simple present tense for habitual actions

Procedure: The teacher should divide the whole class into groups. Each group should be asked to think as many sentences as possible describing universal truths. For example-: The sun rises in the east.

                      -: Honey is sweet.

                      -: Lemon is sour.

                      -: Apples are red

A time limit should be given to the students. The group that comes out with the maximum number of grammatical correct sentences will be declared the winner. The game can be more challenging by asking the learners,

(i) To write sentence relating to one particular context and

(ii) To use a different verb each time.

Advantages of Grammar games

v  Grammar games help to motivate the learners.

v  Grammar games help us to make teaching learning process more interesting.

v  Grammar games provide practice in the skills of reading, writing, listening and speaking.

v  Grammar games can be designed to suit all the levels of the school.

v  Grammar games help the teacher to create contexts in which the language is useful and meaningful.

v  Grammar games have diagnostic role. It helps the teacher to diagnose the weakness of the students.

Conclusion: The role of grammar teaching of a foreign language is controversial. However, learning of grammar is beneficial if taught parallel with language learning. The advocates of grammar says, “The study of grammar brings into relief and fixes in the pupil’s mind and standard of accurate usage, fortifies him against the influence of bad examples by making clear the wrong forms and faculty constructions and thus renders his limitations of what is correct, more certain, rapid and intelligent.” Morries has rightly remarked, “Grammar is complementary to vocabulary and corresponding to it as a language feature. If taught properly, it can help in improving one’s command over the language.” The accent, according to Prof. Gurrey, “should be not on more grammar but on better grammar teaching.”

CHAPTER:07 TEACHING OF TRANSLATION