Primary English Grammar Essay

Grammar is the backbone of a language. Without grammar, any single language we know might be messed up as there is no much consistency. Undoubtedly, both grammatical content knowledge and grammatical pedagogical knowledge are very essential for English teacher to mediate teaching and learning process of Malaysian primary ESL classroom. Celce-Murcia and Larsen-Freeman (1999) reasoned that teachers will better be prepared to meet students’ learning needs when they have a firm grounding in the grammar of the language they teach. Therefore, this coursework has unmasked how theories can help in diversifying lesson of grammar teaching in Malaysia primary ESL classroom to teacher trainees. In addition, the approaches and issues of grammar teaching as well as integration of grammar in four basic

To enhance and promote effectiveness of teaching and learning process in primary ESL classroom, knowledge of different approaches in teaching grammar is the key to educate pupils with different learning styles. Therefore, ‘one size fits all’ pedagogy is definitely a forbidden approach. By using only one approach for every learner in every class, teacher might not be able to meet the needs and learning styles of different pupils. In this case, quality of teaching and learning process might be hampered. Shah (2015) defined overt approach as ‘a process of dividing the whole parts of speech into manageable bite size chunks and then introduces these to the students (p.194).’ Overt approach highlighted the usage of repetition and drilling and this allows pupils to perform self-evaluation and self-correction. Krashen’s Monitor Model proposed that teaching of explicit grammar rules allow learners to monitor their own output by detecting and correcting their work based on the rules they have learned (as cited in Hastings and Murphy, 2004). In this case, teacher could implement this approach when dealing with pupils with advanced level of proficiency.