Jeje
Chapter I: Introduction
Background of the Study
Learning and teaching grammar is an important aspect of language learning. It is not enough to know how to translate words into different languages. One of the aims of language learning is to help students learn effective communication, thus learning the correct grammar is essential. As noted by many grammarians, studying a second language primarily consisted of grammatical analysis and translation of written forms. Developed for analysis of Greek and Latin, this approach divided the target language into eight parts of speech: nouns, verbs, participles, articles, pronouns, prepositions, adverbs and conjunctions. Learning the language required study of the eight categories in written text and the development of rules for their use in translation. However, when 18th century grammarians moved beyond the Greek and Roman classics and began the study of English, again using the eight categories to generate grammar rules, it became clear that the parts of speech could not be used as effectively to analyze a language in which word order and syntax produced grammatical function and where rules often had multiple exceptions. Nonetheless, this traditional approach remained the basis of instructional pedagogy in the United States and England until recently (Howatt, 1984), and is still being used in a number of countries as the primary method of English instruction. This is particularly true for many English as foreign language (EFL) classrooms, where English is learned mainly through translation into the native language and memorization of grammar rules and vocabulary. Today, grammarians have been able to use modern pedagogical grammars for teaching and learning. Pedagogical grammars generally describe the full structural complexity of any given unit (Swan, 1995), but significant differences may emerge in the distribution of potential elements in actual discourse.
As mentioned, one of the
Background of the Study
Learning and teaching grammar is an important aspect of language learning. It is not enough to know how to translate words into different languages. One of the aims of language learning is to help students learn effective communication, thus learning the correct grammar is essential. As noted by many grammarians, studying a second language primarily consisted of grammatical analysis and translation of written forms. Developed for analysis of Greek and Latin, this approach divided the target language into eight parts of speech: nouns, verbs, participles, articles, pronouns, prepositions, adverbs and conjunctions. Learning the language required study of the eight categories in written text and the development of rules for their use in translation. However, when 18th century grammarians moved beyond the Greek and Roman classics and began the study of English, again using the eight categories to generate grammar rules, it became clear that the parts of speech could not be used as effectively to analyze a language in which word order and syntax produced grammatical function and where rules often had multiple exceptions. Nonetheless, this traditional approach remained the basis of instructional pedagogy in the United States and England until recently (Howatt, 1984), and is still being used in a number of countries as the primary method of English instruction. This is particularly true for many English as foreign language (EFL) classrooms, where English is learned mainly through translation into the native language and memorization of grammar rules and vocabulary. Today, grammarians have been able to use modern pedagogical grammars for teaching and learning. Pedagogical grammars generally describe the full structural complexity of any given unit (Swan, 1995), but significant differences may emerge in the distribution of potential elements in actual discourse.
As mentioned, one of the