Advantages And Disadvantages Of Enhancing Competency In English

When David Crystal, shared that grammar was not taught in schools from 1960 through the earlier 1990s', I had clarity. Knowing that now helps me understand some of the deficiencies I have struggle with in my life concerning writing. I will discuss the effects of not being taught grammar in school, college, and the work place.

In a classroom setting, there is immense focus on proper grammar and structure, and students will lose points and receive bad grades if they do not follow these rules taught and enforced by their teacher. The meaning of students’ writing will be overlooked if it isn’t grammatically perfect. The emphasis on English propriety is a prominent characteristic of the way English is taught, and it is one of the main problems. All too often in English, there is little place to express creativity and move away from the canon that is common in the education of the subject. Unfortunately, in my personal experience, this has been the case.

A teacher must plan the order of questions in which they’ll be asked as well as nature of the content. It is observed that most of the teachers use constructive approach i-e starting from simple questions or concepts to more abstract questions. The primary role of a teacher is to analyse the understanding level of a student. This is usually carried out by students response and later examine it with follow-up questions.

This means that they need to have to know effective ways to teach it and how to use the various types, which will be talked about in this paper.

Listening to pupils’ reasoning and how they describe their work – gives us and understanding of the methods they are using.

When you write, you most likely try your best to use correct grammar, punctuation, and spelling. Do you ever find it confusing and have trouble remembering all of the rules? That is perfectly normal! There are so many rules in the English language relating to grammar, punctuation, and capitalization that

The primary focus in this section is to be focussed on what the student is to learn and in this case follow consistency in phrasing used throughout the school, WALT`s and WILF`s; a strategy allowing for consistency in objectives and expectations alike. It is beneficial then to, as Pollards suggests,

There are plenty of teaching methods that are used to teach a language, they developed over the years and centuries, in this essay two well-known teaching methods will be discussed, their principles, their advantages, and their drawbacks, these methods are Grammar Translation Method and The Direct Method.

Grammar is the foundation of the majority of our literary works throughout the years. Although as teaching styles evolve throughout time, the instruction of grammar should evolve as well. An article in The Atlantic, “The Wrong Way to Teach Grammar,” by Michelle Navarre Cleary, touches base on how grammar lessons today should be learned through the use of creative writing rather than more traditional means of grammar instruction. Her article does well as she connects the reader logically and emotionally about how grammar hinders people’s passion of English and writing. Although, I do believe that grammar can first be taught by more traditional means to understand how to use the skill and then later be applied through creative writing, rather than eliminating grammar lessons altogether.

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

Larsen-Freeman (2001) as cited in Mart (2013), describes grammar as a system of meaningful structures and patterns that are governed by particular pragmatic constraints. This clearly indicates that grammar plays a crucial role in learning the target language. Grammar instruction is one of the most difficult issues that people have encountered in language learning and teaching. Therefore, the best way to overcome this issue is by

Benefits of teaching English as a second language at an early ageDREW; and MERRILL SWAIN. 1976. Bilingual education: The "immersion" model. TESOL Quarterly 10. 46–53.

Nihat (2008) states in his text an old problem who English teachers faced everyday: how to teach English as a second language effectively, taking into consideration all the disadvantages that exist nowadays, such as lack of motivation, interest and others. The solution for this struggle is project- based tasks. This author explains in his article how teachers can led students use mobile phone technology to aim English purposes.

Grammar has always been an important issue in second and foreign language learning and teaching. Some hold the view that grammar is not essential for second/foreign language learning and therefore have a ‘zero position’ regarding grammar teaching. On the other hand, some view that grammar is necessary for second/foreign language learning.

In India, parents choose English as the medium of instruction for their children because English is the language of computers, language of business, language of science and technology and the list is endless. By grasping the mind-set of the parents and societal needs, the schools in India try to be monolingual by aspiring to fulfil the wish and objective of the parents. But the Indian societies are multilingual and hence the children who hail from diverse background fail to adapt to changes. The children who have been trained to think in their mother-tongue feel depressed and agitated when they are compelled to learn in English. On the other hand the students who learn in their mother-tongue are compelled to join in English