Descriptive And Prescriptive Grammar

He makes an important hypothesis that universal grammar (UG). UG is a characterization of these innate principle of language faculty, I-language. (5) He then postulates some detailed structure of UG. It is a system of conditions on grammars, constraints on the form and interpretation of grammar at all levels, from the deep structures of syntax, through the transformational component, to the rules that interpret syntactic structures semantically and phonetically. The study of linguistic universals, which is classified as formal or substantive, is the study of the properties of UG for a natural language. (6) Substantive universals concern the vocabulary for the description of language and a formal linguistic universal involve the character of the rules that appear in grammars and the ways in which they can be interconnected. Language-acquisition device uses primary linguistic data as the empirical basis for language learning to meet explanatory adequacy that is defined in UG, and to select one of the potential grammars, which is permitted by UG.

Today, formal grammar is essential in our academic careers, requiring us to write concise and professional assignments in order to exercise creativity and leave impressions on instructors. Although, the effectiveness of the explicit instruction of formal grammar is still under speculation; even individuals from academic and research backgrounds are skeptic about whether explicit formal grammar instruction is effective at all. Although, it sounds only nonsensical to even consider abolishing this instructional method, for why should learning grammar be based on one’s own knowledge of it? Why should the student’s initial experience with grammar be deemed as more important than proper instruction? The explicit instruction of formal grammar in society is necessary, for the consequences of removing this practice can prevent core grammar from being taught in the first place; also, even if other methods would prove more effective, applying this would be too much of a risk, and ultimately keep students from discovering talents, and make it more difficult for foreign students to learn English as a second language.

One method to reconceptualise this is the implementation of either a learning centre specific, or institutionally wide grammar checking program. With the developments of artificial intelligence, algorithmic

For the teacher, this approach has the potential to provide rich insights into the organization of motivation for the core and “extraordinary” uses related with features of grammar.

Question 1 – Explain the similarities and differences between prescriptive and descriptive grammars. Do you think that one type is more important/superior than the other type? Why and why not? Also how are they relevant to pedagogic grammar?

Till now, grammar has played an important role in English language teaching and learning. The Grammar Translation Method gives prominence to the role of grammar teaching and learning (Brown, 2001; Richards & Rodgers, 2001). In regards of Direct Method, grammar was still taught inductively to develop learners’ language competence (Thornbury, 1999). Following the Direct Method, the Audio-lingual Method stressed the importance of grammar teaching and learning by paying much attention to the drilling of basic patterns and the memorization of the structures in the dialogues (Brown, 2001; Richards & Rodgers, 2001). Grammar still holds an important position in the currently widespread method, the Communicative Language Teaching (CLT). In

The dichotomy ‘grammar/vocabulary’ is invalid: The strict division between grammar and vocabulary which has traditionally taken place in the teaching and learning of languages is not valid in this approach, for the attention is directed towards chunks rather than words in isolation. At the same time, an assumption of this approach is to accept that many expressions should not be analysed in their internal structures, on the contrary, this should be consciously avoided (Lewis, 1997). The manner in which this approach conceives language does not involve structures with slots being filled by individual words, but rather

. Grammar is very important in writing, it helps in all different kinds of writing, articles, E-mails,

English lessons consist of four parts. Grammar, listening, speaking and writing are related and help each other. The teacher can teach with more activities. Teacher gives a goal for students. These are very important. Grammar is one of the important parts but the teacher shouldn’t give a rule. Students should find a rule in his/her own way. The teacher should be careful while s/he is teaching abstract issue.

Grammar can be defined as a linguistic system that exists in the mind of a speaker of a language, a written description of a language, and an abstract notation of an ideal set of rules (of correct or proper grammar) which can be encoded in a handbook (Studies in English Grammar Handbook, pg.7). Monica Ferrell’s, “Of the Irresoubleness of Diamonds," “Harmless, As Recalled by a Fairy Tale," “Gerburt des Monicakinds," and “Beautiful Funeral” each employ four different grammatical issues one of them being the known-new contract. By incorporating these grammatical issues into her work, Ferrell intends to develop a clear and sharp image to ignite the imagination of her readers.

Growing up, I never thought grammar or English would be important in the future. In Elementary you were taught grammar from the English Curriculum of the state you are living in, but the real question is; is the grammar you have been taught correct? According to Dennis Baron, "Teachers reject such knowledge towards the simplistic language model they absorbed when they were in school, a model that ignores the complexities of the language people use daily with a few prescriptive rules that can be memorized and tested, but that have little connection with what happens when we talk or write.” In other words, Baron believes that English teachers are teaching only one side of grammar, and it takes a toll on the students in schools nowadays. I agree with Baron that some teachers are only focusing on how the prescriptive grammar is correct rather than descriptive grammar.

Grammar skills are very important for proper and effective communication. It’s useful from school, work, social life and future job opportunities. Grammar includes many topics to make the writers information credible. The importance of ethos, proper usage of grammar, and essay organization are just a few topics important to the credibility and communication of the author. These topics go beyond just essays and articles; it includes the internet communication of today and the use of media as well.

If instruction was to take into consideration the acquisition of learning capabilities that English-learners inquire, then the mastering of grammar would be effective for students. My perception is that students concepts of learning is on a level that is beyond expectations, therefore it is necessary to compare the instruction of naturalistic and instructed learners. Naturalistic learning is learning naturally with minimal assistance, to then master on your own acquisitions. Instructed learners are those who learn through instruction. Ellis’s (2008) article focuses on two factors that support naturalistic and instructed language acquisitions through implicit and explicit knowledge. Since, both of these concepts of learning are vital to students, teachers can support these learning acquisitions by ensuring that students are effectively instructed and following a natural order and a sequence of learning acquisition, therefore mastering grammatical structure (Ellis,

Why is grammar so important? Why should we study, teach and use proper grammar? The English language is a uniquely human achievement and therefore deserves our consideration and examination. Language is arguably the most important tool we have for creating an impact on the world around us. Without proper grammar, language loses its efficacy for communicating well with others. Reading, writing, listening and speaking all have a greater effect when grammar is utilized with professionalism. Becoming a master of language carries a particular social prestige and worldliness that fulfills an innate desire for many individuals. Let’s begin with the basic conventions.

Although I love reading and writing, I am not a scholar of grammar and have often found myself apprehensive that I do not have the proper knowledge needed to teach grammar. However, the Weaver text has reintroduced me to grammar terms such as appositives and participials, absolutes and adjectivals. It has been helpful to refresh my memory on these terms and to grasp an even better comprehension during class as I learn how to incorporate the teaching of these skills (and others) through writing. My learning goal with this objective is to continue to grasp the different ways to teach grammar so that when I am a teacher, I will be able