Grammar

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 GRAMMAR

Grammar is the set of rules governing a particular language. Each language has its own distinct grammar. The systematic study of the rules governing the use of a language is called grammar.


IMPORTANCE OF STUDYING GRAMMAR


It improves quality of communication.

 It facilitates accurate use of language.

 It helps to become a more effective writer.

 It facilitates proper understanding of structures.

 It facilitates proper learning of a second language.

 It may discipline the mind.


FUNCTIONAL GRAMMAR


Functional Grammar is that grammar that function in speech.

 The ability to use language accurately in situations is focused.

 The learners may master the underlying set of rules while learning a language.

 Functional Grammar is termed as G-1.


FORMAL GRAMMAR


 Formal Grammar is that grammar which emphasises forms of words and patterns rather than their meaning.

 It focuses on theoretical Grammar.

 Here, students are asked to learn the

rules by heart.

 The dynamic nature of language is not considered.

 Grammar is taught separately.

 Formal Grammar is termed as G-2.


OBJECTIVES OF TEACHING GRAMMAR


 To help pupils acquire the rules of English Grammar.

 To enable the pupils to use language correctly.

 To enable the pupil to express ideas accurately.

 To develop pupils power of comprehension.

 To develop awareness about scientific aspects of language.


METHODS OF TEACHING GRAMMAR 


There are several methods to teach grammar. The prominent methods are :

 Deductive Method

  Inductive Method


DEDUCTIVE METHOD


The teacher first states the rules and definitions. Some examples are given. Pupils are asked to learn the rules and definitions by heart. Later, the students are asked to do some exercises. The stress is on teaching of formal grammar.


INDUCTIVE METHOD


Inductive method leads the learner to discover the truth for himself.

 It tries to enable the learner to arrive at a general conclusion through observation of specific facts and concrete examples.

 The examples are placed before the students. They perceive examples.

 Teachers analyses the example with active participation of pupils and frames the rules.

   Students form construction of similar type.

   More exercises are given for practice.




 



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