Jose Adonis Marquez Flores MorphoSyntax II Lic. Maria E.

Mondragon August, 30th 2011

THE USE OF GRAMMAR AND THE TEACHING OF LANGUAGES

First at all, the teaching of learning of grammar is important because it is the language that makes it possible for us to talk about language and permit us an effective communication. positive or Within the grammars teaching we can have negative performance of each student. For

example, if we teach grammar in an isolate with the context or with an inadequate method like grammar translation method who limits the creativity and spontaneity of the students, also as we know who the take grammar is the study of rules and a regulation role in the use of

principles

language., when we used that must be done very carefully because if we use a memorization method of rules, we can be very difficult and exhaust the teaching/learning process for the students and generate problems in their affective filter (Krashen, 1985) who has direct relation with emotional

variables associated with the success or failure of acquiring a second language.

An language

effective process,

way is

to

teach

grammar

in

the

teaching teaching

using

implicit

grammar

activities for example, through the use of conversations who

Jose Adonis Marquez Flores MorphoSyntax II Lic. Maria E. Mondragon August, 30th 2011

include vocabulary used in the everyday language, in other words, using the context, this method help us to increase motivation in our students because it is fun, interesting and enjoyable for students while still meeting objectives and competencies. Even though there are students who respond well to the logical structures of languages, with these cases we can use explicit grammar teaching. The grammar used in the form of written rules though could limit students creativity and mechanize the teaching language process but the goal is to teach elements of language to develop communicative

abilities in our students for that explicit grammar is no one best way to introduce and provide practice in them. Some

learners have facility with natural teaching-learning mode and others have more facility with formal teaching- learning mode of languages.

In the philosophy of language, a natural language is any language which arises in an unpremeditated fashion as the result of the innate facility for language possessed by the human intellect. A natural language is typically used for communication, and may be spoken, signed, or written. When we learn another language by means of simple interaction with native speakers in all native contexts, we are learning it

Jose Adonis Marquez Flores MorphoSyntax II Lic. Maria E. Mondragon August, 30th 2011

naturalistically

(Ellis

1994).

For

example

this

process

occur when we are in a country in which that language is spoken, or in which that language plays an institutional or social role; this is the case of long term immigrants,

students spending a long period of time in the host country, or people becoming like integrated House into workers large in close English colonies speaking

overseas,

Spanish

colonies in southern Spain. On the other hand we have formal language that is a formal language is a set of words, for example, finite strings of letters and symbols. The set from which these letters are taken is called the alphabet over which the language is defined. A formal language is often defined by means of a formal grammar. There are many people who learn another language in a context where that language is not spoken, or has no institutional role at all; this happens, for example, with Spanish Secondary School Learners of English. When our learning experience occurs in a

pedagogically controlled contexts, under a teacher or in a self taught mode that is called formal-instructed learning (Ellis 1994).

Both modes, natural and formal, are given consciously in the teaching-learning language process; also grammar has two

Jose Adonis Marquez Flores MorphoSyntax II Lic. Maria E. Mondragon August, 30th 2011

focuses based in its usage and use (Widdowson 1978). Language rules and their operativisation are at the bottom of this distinction; Language usage is manifested through declarative knowledge of linguistic rules, for example, we can name the rule. Language use is the capacity shown by people to enter into effective usage communication has by means of that language.

Grammar

importance in the process of teaching-

learning written language, e.g. the processing of essays, compositions, language and etc., proper processes who require a more formal

usage of grammar rules. The usage of

grammar becomes purely academic and has direct relation with the correct use of grammatical rules, while Grammar use has importance when we are teachinglearning Spoken language.

Both help us avoid mistakes, however mistakes in teachinglearning language process are normal, even though mistakes generated for wrong usage and use of the language are a fault against good ethic of teachers and also a fault against trust placed in us for by our students future as and create them negative like

processes

their

language

speakers,

fossilization.

In conclusion the correct usage/use of grammar in the teaching-learning language process allows us to keep a

Jose Adonis Marquez Flores MorphoSyntax II Lic. Maria E. Mondragon August, 30th 2011

standard on which we can validate the quality of our work as a teacher of language.

REFERENCES

Jose Adonis Marquez Flores MorphoSyntax II Lic. Maria E. Mondragon August, 30th 2011

Besse, H. (1976). "Proposiciones para una didctica de la gramtica". lvarez Mendez (ed.) (1987): Teora lingstica y enseanza de la lengua.Madrid: Akal Universitaria. Bolitho, R. (1998). "Language awareness in the English classroom". English Teaching Professional, 6: 3-6. Swan, M. & B. Smith (eds.) (1987). Learner English: A teacher's guide to interference and other problems. Cambridge: C.U.P. Brown, H.D. 1994. Principles of Language Learning and Teaching. Prentice Hall. Jeremy Butterfield, (2008) Damp Squid: The English Language Laid Bare, Oxford University Press, Oxford. 978-0-19923906. p. 142. O'Grady, William; Dobrovolsky, Michael; Katamba, Francis (1996). Contemporary Linguistics: An Introduction. Harlow, Essex: Longman. pp. 47; 464539 from <http://books.google.co.uk/books? id=djhsAAAAIAAJ&q=Contemporary+Linguistics&dq=Contempora ry+Linguistics> Krashen, S. (1981), Second Language Acquisition and Second Language Learning, Pergamon from <http://www.sdkrashen.com/SL_Acquisition_and_Learni ng/index.html> http://en.wikipedia.org/wiki/Natural_language http://en.wikipedia.org/wiki/Formal_language McLaren n, N. & Madrid, D. & Bueno, A. (2005), TEFL in secondary education: handbook and workbook, Ed. Universidad de Granada.