Grammar books give more opportunities to learn a language. It helps the students to use the Second language correctly. They are more actively involved in the learning as the course is designed by keeping the grammar exercises in mind. Grammar exercises practiced in the classrooms which enables the students to make sentences by using the grammar rules. Nouns, Pronouns, Verbs, Adverbs, Prepositions, Articles, and Conjunctions are the basic grammar which helps the Second language learner to use in their speech.
Similarly, Zhang (2009, p.186) states that grammar is a kind of ‘sentence-making-machine’ and he further claims that teaching grammar offers the learners the means of limitless linguistic creativity. Creativity is an important skill in this modern era, and learning a language focusing more on grammar is a means to survive, which learners need to learn to stay
Each has its own function. In some areas there is one-to-one correspondence between speech and writing but in a number of areas there is no neat correspondence between units of speech and writing. As far as grammar is concerned, these two areas play an important role in English language teaching. Knowing grammar rules particularly the above said tenses, idioms and phrases and vocabulary helps to get mastery over speech and writing English language. Many students equate being able to speak a language as knowing the language and therefore view learning the language as learning how to speak the language, or as Nunan (1991) wrote, "success is measured in terms of the ability to carry out a conversation in the (target) language."
Grammar is the base of English language and it has its place in language learning and teaching. It also helps the students learn and do well in other subjects that are taught in English. It is also essential for understanding English as a second language that has so many benefits in their life. The learning of grammar from PP-12 has helped the students to acquire four literary skills that lay the foundation for good communication. Without the knowledge of grammar, the students would be handicapped like a bird with broken wings.
COMMUNICATIVE COMPETENCE LINGUISTIC COMPETENCE DEFINITION This competence is integral with attitudes, values, and motivations concerning language, its features, and uses, and integral with competence for, and attitudes toward, the interrelation of language with the other code of communicative conduct. Communicative competence is made up of four competency areas: linguistic, sociolinguistic, discourse, and strategic. Competence is the ideal language system that enables speakers to produce and understand an infinite number of sentences in their language and to distinguish grammatical sentences from ungrammatical sentences. MAIN CONCEPT It refers to a language user's grammatical knowledge.of syntax, morphology, phonology and the like, as well
Communicative goals are the goals of learners’ studying English language. So grammar teaching is necessary to achieve the goals. 2.1 Grammar teaching is essential According to the dictionary definition, there are at least two senses of the word grammar, study or science of, rules for, the combination words into sentences(syntax),and the forms of words . Book containing the rules of grammar of a language. Language teaching is generally concerned with the former---uncountable---meaning of grammar.
Grammar should be integrated to CLT In actual fact, grammar should not be taught separately but integrated into classroom tasks and texts (Musumeci, 1997; Pekoz, 2008; Nagyné Foki Lisvia, 2006). Noticeably, Dr. Robert Di Donato reported in this paper that students also emphasize on the significance of grammar in language acquisition (1998). Additionally, according to Professor Anne Burns, 84,1% of teachers disapproved or strongly disapproved with the statement that grammar should be instructed separately with other skills such as reading and writing (2009). All of these facts and figures empower me to seek for an explanation to the importance of grammar in CLT. Followings are my arguments to prove the necessity of exploiting grammar in CLT
Grammar is an important essence to communication because it helps structure is sentence and it can help in how well one can communicate. If the students have good writing skills which include syntax, they can be effective communicators because they will be able to catch on the social rules which helps they communicate well. Besides, if students have poor grammar, they will not be able to communicate effectively because they will not make sense to the speaker. Some grammar errors are sound good during communication but some are not. For example “Hey wassap with that?” sounds right but when it is interpreted to the real condition of communication, it may not make sense.
Involving students in classroom activities such as problem-solving, role-plays improves the communication of students which gives them a chance to advance their competence skills. Acquisition of language is advanced when instructions which are form-focused and corrective feedback are given within a communicative context. Teachers can add the works of communicative competence to their communicative language teaching classrooms by adding formulaic language to tasks that are communicative, raising awareness to learners of the structural principles of use of language at the sentence level and beyond and also sequencing communicative tasks
DEDUCTIVE AND INDUCTIVE GRAMMAR TEACHING; According to Arnis Silvia (2013), grammar teaching is regarded to through two main dimensions; presentation and practice. Relatively, Ellis (2006) claims that grammar teaching contains some instructional techniques that pull and attract the learners to acquire some grammatical forms in a helpful manner that makes them understandable. Furthermore, Ellis (2006) has suggested some linguistic rules in teaching grammar. For the first time, some grammar instructions should be presented without any practice, however, other ones should be practiced without any presentation. Secondly, grammar teaching focuses on the learners’ capacities to find grammatical rules themselves with neither presentation