Crosslinguistic Differences in Grammar
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Abstract This chapter discusses grammar in terms of the levels of unit, structure, class, and system, which may be similar or different across languages. It discusses the concept of tertium comparationis in contrastive studies and presents some alternatives relative to the material and methods used in the language comparison. Special attention is given to the use of corpora in crosslinguistic studies, and a variety of case studies are briefly presented which describe crosslinguistic differences in grammar at various levels of language description. Various applications of crosslinguistic grammar knowledge are also outlined.Keywords:
Traditional grammar
The 21st century is known as the era of meaning-focused communicative approach to teaching of grammar. However, most language teachers are found to still follow transmission-based grammar-oriented approaches. It is known that the success or failure of teaching grammar effectively depends on teachers. Therefore, in spite of teaching of grammar being central to language teaching, it is problematic domain for language teachers. That is to say, what teachers do in regard to grammar instruction is an important issue that needs to be investigated. Therefore, through a classroom observation checklist, the present study investigated Nepalese primary-level English language teachers’ practices of teaching grammar. The results revealed that teachers predominantly prefer the traditional focus-on-formS approach, which indicates that even if new way of teaching grammar have been emerged, the teachers are unable to shift their approach of teaching grammar.
Traditional grammar
Communicative language teaching
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To teach grammar or not to teach grammar? That is the question. Strictly speaking, however, this was the question. It would be fair to say that, 20 years ago, with the advent of Communicative Language Teaching, grammar instruction became less of a concern than facilitating communicative activities in the classroom through pair and group work. Of course, some English language teachers continued to explicitly teach grammar. And on the face of it, many so-called communicative activities were merely dressed up to disguise the fact that grammar was still a focus. But, undeniably, the thinking of the time was that students would somehow pick up the grammar given opportunities to become immersed in meaningful language practice.
Traditional grammar
Focus on form
Communicative language teaching
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The Cambridge Grammar of English, CGE, is not to be confused with the Cambridge Grammar of the English Language, CGEL, which in turn is not to be confused with Longman's Comprehensive Grammar of the English Language, also CGEL, with their older Grammar of Contemporary English, GCE, or indeed with their Communicative Grammar of English, another CGE. (Why do publishers do this?) Unlike the other four, the new CGE has an explicitly pedagogic slant. In just under 1,000 pages, it provides advanced students and their teachers with comprehensive but accessible coverage of British English grammar, drawing on both the Cambridge International Corpus and the CANCODE spoken corpus, and devoting considerable attention to those areas where speech and writing go their separate ways. Intelligently innovative in its arrangement, it has numerous excellent features. Pedagogic grammars present special organizational problems, since users require different kinds of information which cannot easily be presented effectively within one kind of framework. A grammar of English must of course provide a systematic, logically structured account of the morphological and syntactic categories of the language and of their various meanings and functions. However, certain categories of meaning—for instance time or modality—cut across structural divisions in complicated ways. Reconciling these two perspectives while doing justice to both is not straightforward. A pedagogic grammar also needs to accommodate small-scale reference use, since users often simply need a detached bite-sized account of one problematic topic (‘What's the difference between “mustn't” and “needn't?”’). In the case of CGE, further complexities are introduced by its deliberate foregrounding of areas where speech and writing differ importantly in their grammar.
English grammar
Traditional grammar
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This study stems from the recognition that there is a need for methods to strengthen the grammar evaluation characteristics of preservice Korean language teachers. A ‘Grammar Evaluation Skills Assessment’ form was introduced therefore in this research, to first examine the competence and characteristics on grammar evaluation of preservice Korean language teachers. Using the Grammar Evaluation Skills Assessment, the following four teaching errors were found: (1) the lack of teachers’ awareness on the learners’ attempts to use new grammar forms, (2) teaching complex grammar structures that exceed the learners’ competence, (3) excessive modification of word orders and expressions that the learners produced, and (4) varying degree of awareness among teachers on Korean grammar errors. A few additional aspects such as ‘deviating from the target grammar form’ and ‘failure to capture specific meaning of a grammar form which has several uses’ were also found, when providing further explanations on learner’s grammar errors. This study reveals that practical training, which emphasizes ‘common grammar error detection’, ‘corrections with minimal edits, based on the learners’ level’, and ‘providing right amount of relevant knowledge in the right moment’ are essential in order to improve the grammar evaluation skills of preservice Korean language teachers. This article expects to guide preservice teachers to assess and supplement their weakness in advance, and to open up more discussions on improving the grammar evaluation skills of Korean educators.
Traditional grammar
English grammar
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Grammar is one of the most difficult issues of language teaching. Grammar in writing context holds an important place to motivate learners if grammar is taught in communicative approach as students will have an opportunity to perceive how the new grammar structures work. It includes knowledge of how to use language which some psycholinguist (Anderson 2005) have called procedural knowledge or implicit knowledge as opposed to declarative knowledge or explicit knowledge. In fact, many applied linguists believe that the learners’ ability to communicate can be developed alongside their evolving knowledge about grammar. Through lot of opportunities to explore grammar in context, the learners have the chance to see how and why different forms can be used to express different communicative meanings Grammar in writing context as communicative apptoach also could encourage students to use the forms in expressing their own content and to help students see the usefulness of what they have learned (Weaver:1996). The result of the study showed that the mean score in the posttest was higher than in the pretest; and the mean score increased 18.5 point after treatment. Meanwhile the mean score from the control group were respectively 59.75 and 64.5 in the posttest, meaning that the mean score increased only 4.75 point after treatment . Briefly of the experimental group were higher than control one Therefore it could be concluded that students taught grammar in writing context as communicative approach gain better achievement than those taught in pattern practice drills.
Traditional grammar
Communicative language teaching
English grammar
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Generative (grammar) means precisely formulated, explicit grammar. American linguist A. N. Chomsky strove for such a maximally precise, universal grammar. He bases the foundation for his thoughts on the possibility of the existence of a universal grammar on his own belief that the ability for language is inherent in human beings, i.e., that the grammatical structure not only of our own language, but of language in general, is engrained in our minds. This syntactician is interested not only in the definition and analysis of the sentence structure, but also in the inherent relation between grammar and logic. Chomsky’s starting point is that it is possible, within the confines of one language, to form an infinite number of statements using a finite number of words (Glovacki-Bernardi, et al., 2007, p. 190.); while doing so, the focus is on grammatically correct, meaningful statements, as in the opposite situation, grammatical rules which point to the logical relationship within them would lose their meaning. This is, at the same time, one of the foundations of his generative theory. Chomsky confirmed a set of rules through which he attempted to place grammar into a universal framework within which every language can find the laws ruling its own logical grammatical functioning. In applying these laws, it is possible to form paradigms which will serve as indicators of structural differences and similarities between languages, which we will demonstrate in this paper using examples from French and Latin.
Minimalist program
Universal Grammar
Traditional grammar
Transformational grammar
Logical form
Formal grammar
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In order to guarantee that their pupils can learn the language effectively, English as a Second Language (ESL) educators have always equipped themselves with various educational approaches and strategies. In spite of this, ESL learners still find the present perfect tense one of the most challenging tenses to master as grammar structures and rules differ from their first language. Nevertheless, the implementation of language games has shown its effects on learners' knowledge, competency and motivation in learning a language, focusing on different targeted language areas and skills such as grammar. Accordingly, this paper aims to describe the design and development of ‘Never Have I Bingo’ through the ADDIE model as well as study its effectiveness on learners’ ability to use the present perfect tense in writing. This empirical study involved 31 Year 6 students in a primary school in Negeri Sembilan. The results of employed pre and post tests demonstrated a significant improvement in students’ ability to use the present perfect tense in writing sentences. Interviews and document analysis were also conducted to demonstrate students’ perceptions and effectiveness of the game. The study could provide insight to educators in developing and conducting games in grammar learning. Future studies might concentrate on creating games that improve the many grammar structures and rules used in other skills.
Traditional grammar
Present tense
English grammar
Past tense
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If English teacher want to teach grammar well,they should know about the whole contents of traditional grammar,descriptive linguistics and generative grammar these three ways,and should also know about how they revise and how they complement each other.
Traditional grammar
Transformational grammar
Complement
English grammar
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