The Three Principles Of Grammar Grammar

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

The lesson should first be introduced to the class through the vocabulary. This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing.

As we look at principle three it instruct needs to ensure that learners also focus on form. Professor Ellis explains that the teacher can achieve this by focusing on inductive and deductive grammar lessons. It allows and make ELL students aware of explicit grammatical rule, it gives the learner specific practice on grammatical structure, and it gives them the opportunity to get corrective feedback. (Ellis, R, 2008)

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.

We’ve allowed a natural approach to language instruction to dominate our schools, hoping our English learners 
“will just figure it out.” (SCOE, 2009) This approach suggested by Kevin Clark proposes that teachers explicitly teach ELL by giving them a set of skills. Teacher will have to teach students not just vocabulary, but the sound system of language, the words and their word parts and meanings, and also rules for structuring sentences grammatically. Teaching students from this perspective can support a deeper understanding of the language. When the

After discussing grammar in class, I learned that it is not just a simple definition. By looking at different examples, I was able to learn how grammar is present in many different aspects of my life. A good example of this would be dance. I started taking dance classes when I was young and I continued throughout high school. There are many different styles of dance, and things would be done differently in each style of dance. For example, with modern, students are usually able to dance barefoot, while with jazz students usually where a specific type of jazz shoe, and with ballet there are pointe shoes. At my studio, there was a specific type of pointe shoe that was worn by some dancers who were more experienced, so when I was little I would

There are two fundamental principles in syntax. One refers to the fact that there are certain relationships between the words of a Noun Phrase, where one word, the head, controls the other words, the dependants. The head may have one or more dependants or may have no dependants at all. The second idea is related to phrases, groups of interrelated words that generally bring together heads and their

Syntax is “a child combines words in a systematic way to create sentences that appear to follow rules rather than combining words in random fashion” (Gleason/Ratner, 2013, p.120)

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.

Some linguistic models try to explain the development of second language acquisition. The three most common models are (1) the Universal Grammar Model, (2) the Competition Model, and (3) the Monitor Model. The Universal Grammar Model refers to the system of principles, conditions, and rules that are properties or elements of all human languages. At the same time, each language has grammatical rules that vary from one language to another. Thus, Chomky states that different languages have a limited possibility of different grammatical structures (1975). Therefore, second language learners base their second language acquisition on universal principles common to all languages, and on the force of the particular rules of each language. All of those can be concluded that as a human, especially as children, we have vary form of rules in language, in this case is second language.

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

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.

English is taught with specific rules such as: sentence structures, proper formatting, proper words, and improper words. The set a rules and a language has and the way it should be used is known as prescriptive grammar and is taught in this manner because it allows people to be understood clearly in their writings and speeches. The opposite of prescriptive grammar is known as descriptive grammar and is concerned with how a language is used. Bill Bryson, a novelists on English, history, and science describes the difference and usefulness of prescriptive grammar and descriptive grammar in his article titled, “Good English and Bad”. Prescriptive grammar is important to learn because it has specific rules we follow; therefore, we are able to communicate ideas, news, and information in a universal english language that is understood by everyone.

There are two different and contrasting arguments about whether L1 should be used in the foreign language classroom and today the English-only policy is a topic of heated debate. While some believe that L1 interferes with the acquisition of the target language, others think that it can be appropriately used in the classroom in specific occasions. According to Nation (2003), the use of the first language has a small but important role and there are many reasons for its use in the classroom. Although the use of L2 is pivotal when learning a new language, L1 should be used as well in order to facilitate the understanding of complex concepts (e.g. grammar rules, expressions and vocabulary), to assess comprehension as well as to use class time efficiently (Atkinson, 1987). In “Using L1 in the L2 Classroom”, Schweers (1999) reported a crucial statement written by Auerbach (1993): “Starting with the L1 provides a sense of security and validates the learners’ lived experiences, allowing them to express themselves. The learner is then willing to experiment and take risks with English.” These brief sentences explain that the use of L1 in the language classroom has positive and favorable aspects which will allow a valuable and efficacious learning of the new language.