I believe that it is most definitely necessary to teach grammar to achieve a high level of English competence, especially for academic purposes, but that it is must be taught in a specific manner to avoid influencing the affective filters of the learners negatively. In this essay, I will discuss the necessity of teaching
Contrary to what some theorists believe, grammar is not merely a set of static rules but rather a body of rules which gives structure to the instructor and the student. It is a crucial factor for one to develop his/her second language properly. The importance of grammar lies in rendering the student self-dependent. Once he/she acquires a decent mastery of grammar, he can use it as a criterion to assess the accuracy of his/her speaking or writing. Moreover, teaching and learning English grammar in the Bhutanese classroom helps students improve spoken communication, writing skills, linguistic creativity and as meaning conveyance.
This belief can be viewed as a pillar of the teachers’ cognitions about pronunciation pedagogy. One of the challenges faced by English teachers today is determining how to provide the appropriate and affective feedback on learner pronunciation, because inappropriate ways certainly will give bad impacts to the student’s improvement and confidence. For example the students become under estimate their self in studying English pronunciation, they study under pressure, nervous and etc. Therefore to prevent those bad impacts, teachers should know the modes of feedback and they should apply the
Improving skill in English grammar will not only help people to create their sentences correctly but will also make it easier for them to develop their communication skills in both written and spoken English. According to the Cambridge Advanced Learners Dictionary first edition (2003), grammar is defined as the use of the rules on how words transform to create new sentences. Grammar, as a set of rules for choosing words and putting words together to make sense, plays a significant role in teaching English as a language because without grammar, there is no language. Also, it is difficult
This chapter describes the rationale, purpose of the study, research questions, scope and delimitations, and definition of terms of the study. 1.1 Rationale Reading is one of the most important parts in learning English. It helps students gain new experience and knowledge and engage to other societies if they are able to understand texts they are reading. However, there is a difficulty in learning language that is grammar. It is the most difficult part to comprehend texts and meaning especially a complex sentence.
Furthermore, Mark also quoted a criticism on the usage of traditional method, which is Present, Practice and Produce (PPP), failed to educate learners on the application of grammar in communication. In the article, Mark emphasized that teaching grammar in context is able to show learners how grammatical structures function in English Language. However, Mart neglected one of the most significant principles to teach grammar in context, which is how could teacher decide when to integrate which component of grammar in context. Chin (2000) stated that one of the most essential key to teach grammar in context is to be sensitive to individual students ' readiness in learning and applying grammatical concepts. Hence, spotlight should be also put on the control measures of teacher in integrating grammar in context.
Being able to keep a fluent conversation with a native speaker is viewed as the main goal of this research and it also highlights the importance of speaking skills in a student´s point of view. Therefore, in this research study , four competitive skills of english teacher considered which might be helpful for English teachers and enhance their students´ communicative skills. (Marc.j.Riemer, 2007)English learners no longer expect the traditional approach of their teachers based on developing mainly the grammatical competence and using methodology popular in the past. Today, teachers are expected to provide their students with useful active knowledge of the foreign language, not just theory but about the language. Communicative approach focuses on a balance between fluency and accuracy and is the most suitable for those students whose aim is to gain confidence in speaking and conversational abilities.
2. Necessity of Grammar Teaching It is exact that putting grammar in the foreground in second language teaching, because language knowledge of grammar and vocabulary is the base of English language. Grammatical competence is one of communicative competence. Communicative competence involves knowing how to use the grammar and vocabulary of the language to achieve communicative goals, and knowing how to do this in a socially appropriate way. Communicative goals are the goals of learners’ studying English language.
The general objective of the teaching of English at schools is to enable the learners to communicate in acceptable English, both orally and in writing. In order to help the students achieve the objective, English learners should be equipped with knowledge of English culture in addition to the language components, i.e., grammar, vocabulary, and pronunciation. In reality, however, in Indonesia the cultural aspects of English are not seriously undertaken. A preliminary observation on textbooks shows that textbook writers do not pay serious attention on the cultural aspects of the language. This condition is worsened by the fact that some English teachers tend to teach their students using the material presented in the textbooks as it is.
English Grammar is taught by giving equal importance with other genres in literature such as short stories, essays and poetry. Grammar plays an important role in interpreting different genres logically, clearly and comprehensively. Therefore, this essay, discusses the importance of building students’ language, integration of grammar in Bhutanese curriculum and grammar taught integrating with language and literature. First, English grammar forms an integral part of language and teaching English with grammar dates back to the introduction of modern education in Bhutan. Chin (2000) asserts that “Grammar is the sound, structure, and meaning system of language.