Teaching Grammar In English

Abstract In this thesis, we will investigated how teaching grammar in the foreign classroom that divided into four main characteristic elements which are, writing, reading, speaking and listening. In order to get the best result of learning grammar in the class environment we should consider all of the elements and assimilate the information according to the priority that we give to each process. Then, we will analyze in linguistic point of view and try to find the best way to explain the concept of grammar in English. In fact , there will be another section which deal with the Necessity of Grammar Teaching including the essential part of teaching grammar and the need of learning

The main objective of a receptive skills programmer is not the teaching of more grammar and vocabulary, but the development of the learner’s ability to understand interpret texts using their existing language knowledge. There is no doubt that receptive skills development can be combined with language input in the same lesson, but the procedures need to be staged in such a way so that the ‘language’ component does not cancel out the ‘skills’ one. For example, explaining all unknown lexis before learners read or listen to a text will cancel out training in inferring the meanings of lexis in the text . If learners think that the meaning is strictly in the words, they may not see the need to utilize their background knowledge. Experimental evidence indicates that ‘children may not have radically different capacities from those of adults and in some ways, when they have appropriate experience, their performance can be superior’. An example is the ease with which some children understand computer operation, which baffles quite a few adults. It seems more effective than to examine the abilities of each learner individually. A matter of central importance is that the learners’ limited language knowledge is not mistaken for equally limited cognitive abilities

They are not concerned with jobs or university degrees that require the knowledge of English. Their world is their daily games, events of interest to them, new knowledge that they may come across in their natural environment, and questions that their inquisitive minds may ask. The students communicate all their needs and experiences and receive new knowledge in their mother tongue. Therefore, the teacher of English has the challenging task of finding ways to motivate them. Students need to learn English through contexts that appeal and make sense to them. These contexts should be a part of their world. (Öztürk, 2007, s.