Why Grammar Is a Timeless Subject to Study and Teach

ThoughCo. By      

Richard Nordquist

Updated August 02, 2019

Grammar has long been a subject of study—as a companion to rhetoric in ancient Greece and Rome and as one of the seven liberal arts in medieval education. Although the methods of studying grammar have changed dramatically in recent times, the reasons for studying grammar have remained essentially the same. 

One of the most sensible answers to the question of why grammar matters appears in a position statement on the teaching of grammar in American schools. Published by the National Council of Teachers of English (NCTE), the report is refreshingly free of educational cant. Here's how it begins:

"Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children—we can all do grammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences—that is knowing about grammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity."

"People associate grammar with errors and correctness. But knowing about grammar also helps us understand what makes sentences and paragraphs clear and interesting and precise. Grammar can be part of literature discussions when we and our students closely read the sentences in poetry and stories. And knowing about grammar means finding out that all languages and all dialects follow grammatical patterns."

(Haussamen, Brock, et al. "Some Questions and Answers About Grammar," 2002.)

Note: The full report, "Some Questions and Answers About Grammar," can be found on the website for the National Council of Teachers of English. It's well worth the read for anyone interested in English grammar.

Additional Perspectives on Grammar consider these explanations from other experts in English and education on why grammar matters:

"On the utility and importance of the study of Grammar, and the principles of composition, much might be advanced, for the encouragement of persons in early life to apply themselves to this branch of learning... It may indeed be justly asserted, that many of the differences in opinion amongst men, with the disputes, contentions, and alienations of heart, which have too often proceeded from such differences, have been occasioned by a want of proper skill in the connexion and meaning of words, and by a tenacious misapplication of language."

(Murray, Lindley. English Grammar: Adapted to the Different Classes of Learners, Collins and Perkins, 1818.)

"We study grammar because a knowledge of sentence structure is an aid in the interpretation of literature; because continual dealing with sentences influences the student to form better sentences in his own composition; and because grammar is the best subject in our course of study for the development of reasoning power."

(Webster, William Frank. The Teaching of English Grammar, Houghton, 1905.)

"The study of language is a part of general knowledge. We study the complex working of the human body to understand ourselves; the same reason should attract us to studying the marvelous complexity of human language..."

"If you understand the nature of language, you will realize the ground for your linguistic prejudices and perhaps moderate them; you will also more clearly assess linguistic issues of public concern, such as worries about the state of the language or what to do about the teaching of immigrants. Studying the English language has a more obvious practical application: It can help you to use the language more effectively."

(Greenbaum, Sidney, and Gerald Nelson. An Introduction to English Grammar, 2nd ed., Longman, 2002.)

"Grammar is the study of how sentences mean. And that is why it helps. If we want to understand the meaning conveyed by sentences, and to develop our ability to express and respond to this meaning, then the more we know about grammar, the better we will be able to carry out these tasks..."

"Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone — not only teachers of English but teachers of anything, for all teaching is ultimately a matter of getting to grips with meaning."

(Crystal, David. Making Sense of Grammar, Longman, 2004.)

"[T]he study of your own grammatical system can be quite revealing and useful, and provides you with insights into how language, your own and others', whether spoken or signed, actually works..."

"With an understanding of how language actually works, and a concise vocabulary to talk about it, you will be equipped to make more informed decisions and choices about grammar and usage, and to tease out linguistic fact from linguistic fiction."

Teaching English Techniques

From Wikipedia, the free enciclopedia

Reading TEFL (Teaching English as a Foreign Language) that uses literature aimed at children and teenagers is rising in popularity. Youth-oriented literature offers simpler material ("simplified readers" are produced by major publishers), and often provides a more conversational style than literature for adults. Children's literature in particular sometimes provides subtle cues to pronunciation, through rhyming and other word play. One method for using these books is the multiple-pass technique. The instructor reads the book, pausing often to explain certain words and concepts. On the second pass, the instructor reads the book completely through without stopping. Textbooks contain a variety of literature like poetry, stories, essays, plays etc. through which certain linguistic items are taught.

Reading aloud to students who are learning English as a foreign language is a highly effective strategy to assist them in learning the basic rules and understandings of the process of reading. When teachers read aloud to their students, they simply model fluency and comprehension, while also adding visual support, periodic paraphrasing, and extension.^[3] When choosing an appropriate text for the student, both the vocabulary and concepts of the text that may be new to the student need to be considered.^[3] To make sure they get definite understanding of the text, engaging the students during reading will assist them with making connections between what is being read and the new vocabulary.

Communicative language teaching

Communicative language teaching (CLT) emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms,^[  it continues to be popular, particularly in Japan, Taiwan, and Europe. In India CBSE ( Central Board of Secondary Education) has adopted this approach in its affiliated schools.

The task-based language learning approach to CLT has gained ground in recent years. Proponents believe CLT is important for developing and improving speaking, writing, listening, and reading skills, and that it prevents students' merely listening passively to the teacher without interaction. Dogme is a similar communicative approach that encourages teaching without published textbooks, instead focusing on conversational communication among the learners and the teacher.

Blended learning

Blended learning is a combination of multimedia elements (also known as computer-assisted language learning), achieved through a virtual learning environment (VLE) with classroom instruction, a teacher, and peers. Blended learning utilizes technology to provide massive amounts of comprehensible input to its learners through video and other types of multimedia, without a teacher present.

VLEs have been a major growth point in the English Language Teaching (ELT) industry over the last five years. There are two types:

·         Externally hosted platforms that a school or institution exports content to (e.g., the proprietary Web Course Tools, or the open source Moodle)

·         Content-supplied, course-managed learning platforms (e.g. the Macmillan English Campus)

The former provides pre-designed structures and tools, while the latter supports course-building by the language school teachers can blend existing courses with games, activities, listening exercises, and grammar reference units contained online. This supports classroom, self-study or remote practice (for example in an internet café). Kendriya Vidyalaya Sangathan in India has launched a web portal ECTLT where learners can learn English and other subjects online and interact with their own teachers of KVS across the country.

Online classroom

Advances in technology have made it possible to get a TEFL qualification online. Students can enroll in online classes that are accredited by organizations such as the British Council or Cambridge ESOL. There is no single overarching accreditation body for TEFL; however, private for-profit companies have been known to invent accreditation affiliates and use them to cheat the customer.

Study materials are divided into modules that students are tested on. Support is handled by tutors, who can be reached via email. After successfully finishing the last module, the student is granted a certificate that comes in digital form or can be shipped to the student's address. Getting such a certificate can be beneficial as many employers require a TEFL certificate.

Teaching English as a second language

From Wikipedia, the free enciclopedia

Teaching English as a second language (TESL)refers to  teaching English to students whose first language is not English, usually offered in a region where English  is the dominant language and natural English language immersion situations are apt to be plentiful. Usually focused on survival language.

The teaching profession has historically used different names for TEFL and TESL; however, the more generic term teaching English to speakers of other languages  (TESOL) is increasingly used to describe the profession, it covers both TESL and TEFL as an umbrella term. Both native speakers and non-native speakers successfully train to be English language teachers. To teach English as a Second Language to English Language Learners, or ELL's, one must pass a written and oral test in English to demonstrate proficiency.

 Brown (1991.p. 257) referred to the progress the TESOL profession was making during the 1970s and 80s in achieving desired goals such as shifting its focus from product-oriented teaching to process-oriented teaching and from a rigid curriculum to a more flexible one.}

The use of these various terms has led to confusion about the training options for both prospective students and for employers. Because there is no global standard for the training of English language teacher, it is important to look beyond the actual acronym/title to the components of the training program. Short term certificate programs that do not have an academic affiliation resulting in credits or degrees (such as CELTA or other non-credit programs) can be a good launching pad for beginning positions internationally, but they will generally not provide sufficient training for a career (unless a person already has substantial experience and a degree in a closely related field). People interested in pursuing a career as an English language teacher should invest in credit-bearing programs that result in a university recognized certificate or degree program (MA/TESOL, MA/Applied Linguistics) particularly if one wants to work in higher education. Because of the confusing certification situation, employers now generally look for a certificate that reflects at least 100 hours of instruction to determine if the candidate has sufficient preparation to begin teaching English. Institutions with higher standards will require applicants to possess a master's degree for employment.

People wishing to teach in the K-12 public school system in the United States will need a state-teacher certification at a minimum and an ELL Endorsement (or other state qualification) to be qualified to teach ELL.

          When choosing a graduate program, it is important to determine if the program is designed to prepare students to teach in K-12 settings OR in adult education settings. Most programs are designed for one or the other, but not both.

How to avoid plagiarism

Date published December 5, 2019 by Raimo Streefkerk. Date updated: May 29, 2020    

Plagiarism means using someone else’s words or ideas without properly crediting the original author. Sometimes plagiarism involves deliberately stealing someone’s work, but often it happens accidentally, through carelessness or forgetfulness.

When you write an academic paper, you build upon the work of others and use various sources for information and evidence. To avoid plagiarism, you need to correctly incorporate these sources into your text.

Follow these four steps to ensure your paper is free from plagiarism:

1. Keep track of the sources you consult in your research.
2. Paraphrase or quote from your sources (and add your own ideas).
3. Credit the original author in an in-text citation and reference list.
4. Use a plagiarism checker before you submit.

Plagiarism can have serious consequences, so make sure to follow these steps for every paper you write.

Step 1: Keep track of your sources

While you are doing research and taking notes for your paper, make sure to record the source of each piece of information. One way that students commit plagiarism is by simply forgetting where an idea came from and unintentionally presenting it as their own.

You can easily avoid this pitfall by keeping your notes organized and compiling a list of citations as you go. Keep track of every source you consult – that includes not only books and journal articles, but also things like websites, magazine articles, and videos.

Then you can easily go back and check where you found a phrase, fact, or idea that you want to use in your paper.

Step 2: Quote and paraphrase

While writing your paper, if you want to share an idea or a piece of information from a source, you must either paraphrase or quote the original text.

Quoting

Quoting means copying a piece of text word-for-word. The copied text must be introduced in your own words, enclosed in quotation marks, and correctly attributed to the original author:

According to Cronon, the concept of wilderness is a cultural invention: “Far from being the one place on earth that stands apart from humanity, it is quite profoundly a human creation – indeed, the creation of very particular human cultures at very particular moments in human history” (1995, p. 69).

Paraphrasing

Paraphrasing means using your own words to explain something from a source. It allows you to give only the most important information from a passage.

To avoid plagiarism when paraphrasing, you need to make sure that your text isn’t too similar to the original.

Paraphrasing vs. quoting

In general, paraphrasing is better than quoting, especially for longer passages. It shows that you have fully understood the meaning of the original text and ensures that your own voice is dominant in your paper.

Quotes are appropriate when:

• You are using an exact definition introduced by the original author
• It is impossible for you to rephrase the original text without losing its meaning
• You want to maintain the authority and style of the author’s words

Whether you paraphrase or quote, always build on your sources by adding your own ideas, interpretations, and arguments.

Step 3: Cite the original source

Every time you quote or paraphrase, you must include an in-text citation (or footnote citation) that identifies the original author. It often also includes the publication year and a page number.

Each in-text citation must correspond to a full reference in the reference list or bibliography at the end of your paper. This details exactly where the information came from, allowing your readers to locate the source for themselves.

There are many different citation styles, and each one has its own rules for citing. Some of the most common include APA, MLA and Chicago Style. The most important thing is to apply one style consistently throughout the text.

Step 4: Use a plagiarism checker

Most universities use plagiarism checkers to detect plagiarism in student papers. This technology scans your document, compares it to a huge database of publications and websites, and highlights passages that are overly like other texts.

You can use a plagiarism checker yourself before submitting your paper. This allows you to identify any parts where you’ve forgotten a citation, left out quotation marks, or included a paraphrase that’s too close to the original text. Then you can follow the steps above to easily fix any instances of potential plagiarism.

There are differences in accuracy and safety between plagiarism checkers. We have tested and compared all the options:

1. Best plagiarism checker comparison (free and paid checks)
2. Best free plagiarism checker comparison (only free checks)

Free lecture slides

Are you a teacher or professor who would like to educate your students about plagiarism? You can download our free lecture slides, available for Google Slides and Microsoft PowerPoint.

Following a video about plagiarism

5 SIMPLE WAYS TO IMPROVE YOUR WRITTEN ENGLISH

EF English live-Language Lab by Wil

Many people struggle with writing in English and it can seem like a real challenge to improve. Do not worry, though. Here are some simple steps that you can take to improve your written English and impress people with your writing skills.

1. Expand your vocabulary

To express yourself clearly, you need a good active vocabulary. That is not just being able to recognize lots of words – it means being able to use them correctly. Do this by learning new words with example sentences, not just word lists.

Tip: When you learn a new word, try learning all the forms of that word and the prepositions that are usually used with it. (For example, rather than just the word ‘depends’, make a note of to depend on, to be dependent on, a dependent.)

2. Master English spelling

You must know how to spell those words correctly. Incorrect spelling changes the meaning of your sentence. For example: ‘bare’ and ‘bear’ sound the same but ‘bare’ means naked and ‘bear’ is a large animal. Additionally, incorrect spelling makes it difficult for the reader to understand what you have written.

Tip: Practice your spelling using flash cards and test yourself whenever you have some spare time.

3. Read regularly

People often say that we learn to write best by reading. Reading in English is useful in many ways. It is a great way to get an idea of the different styles of writing and see how to use words appropriately.

Tip: Choose books or articles with topics that interest you. Learning shouldn’t be boring. Read each text several times to make sure you understand how to use new words and expressions in the text.

4. Improve your grammar                          

Grammar is especially important because it improves the quality of your writing. Always use the appropriate tense and remember to use punctuation. Punctuation is a great way to make your writing clear and fluent.

Tip: Always proof-read your writing twice. The first time look for general mistakes and the second time look for mistakes with the grammar point, you are studying at the moment.

5. Just do it!
Writing can be daunting. However, the best way to improve is get a pen and paper or sit in front of your computer and write. Be prepared to write several versions of each text because even for professional writers, the first draft is never perfect. Remember, practice makes perfect.

Remember, practice makes perfect, so now is the best time to sit down and get started with free English quizzes! online.

Write Right: Couple, Few, Some, Several, Many

MAY 22, 2013 By ERIN FELDMAN    

A couple, few, some, several, and many walks into a bar…Oh, wait, that isn’t right. Let’s restart.

I confess I thought actual rules existed regarding “couple,” “few,” “some,” “several,” and “many.” I was mistaken. There are no firm rules, only guidelines, and those are based on what sound and feel right.

For instance, it is generally accepted that “couple” refers to two things. It makes sense; people use the word “couple” to refer to two people who are in a relationship. Thus, a “couple” of socks refers to two socks that may or may not be mismatched after a brawl in the dryer.

“Few” is trickier. It refers to more than two things but does not refer to as many things as “some” or “several.” To make the word even more problematic, it can be modified by “a,” which changes the meaning entirely. “I have a few socks” means something different from “I have few socks.” The second case might cause one to wonder why a person has few socks. Were they lost in that infamous dryer? Eaten by the dog? No one knows. The first case tends to signify that the person does, indeed, have enough socks to at least last until the next wash day. He or she has enough socks unlike the person who has few of them.

“Some” is understood as meaning more than “few” but less than “several.” What does that mean exactly? No one’s sure; thus, people use the word as it feels right to them. Thus, one might say “I have some socks you can borrow,” or “I will have to do some shopping to replace some socks.”

“Several” is used to mean more than “some” but less than “many.” Again, there is no exact number. The dictionary says it means more than a few but not a great number. In a sentence? “Alicia’s grandmother knitted several pairs of socks for her for Christmas.” It might not be the greatest Christmas gift, but at least Alicia has socks again.

As for “many,” it means a multitude. “She has many toe socks” means that she has several toe socks, perhaps more than the number of regular socks. “Many,” like the other words, has no exact number associated with it. It is safe to say, though, that the girl who has many toe socks probably has a drawer overflowing with them.

Any questions about “couple,” “few,” “some,” “several,” or “many”? Feel free to leave a comment here on this blog. Your question and the answer could be featured in a future post.  Also we are leaving this video if you have some doubt about the topic.