DEVELOPMENT OF LANGUAGE

LEARNING IN GRAMMAR

GROUP 4:SHARIFAH NAJWA SYED ALI ALMORTADHA (1026720)WAN AWATEEF NABILAH RUSTAM KHAIRI (1117674)

WAN NURUL AZYAN WAN ZAINUDIN (1115046)NURUL WAHIDA ABDULLAH (1112886)

AZLINA ABDUL AZIZ (1114574)

SECTION 2

HISTORY OF GRAMMAR

The word grammar comes from the Greek word grammawhich means “writing” or “letter”.

This root is also found in other English words like parallelogram and telegram.

In the late Roman period and Middle Ages, students learned to write and read in Latin, at Grammar School (basic school).

HISTORY OF ENGLISH LANGUAGE TEACHING• The English language teaching tradition has been subject to tremendous

change, especially throughout the 20th century.

• Perhaps more than any other discipline, this tradition has been practiced, in various adaptations, in language classrooms all around the world for centuries.

• However, grammar has not always been defined in these terms. Originally, the term grammar, grammatical, referred to the art of writing, as compared to rhetoric, rhetorical, the art of speaking.

• As used today by many teachers and learners, grammar is loosely understood to be a set of rules that govern language, primarily its morphology and syntax..

THE DEVELOPMENT OF GRAMMAR THROUGHOUT HISTORY IN ENGLAND

1.THE ANCIENT WORLD

- Grammar teaching as a foundation for instruction in writing

was took seriously.

- Another perceived benefit was for thinking skills, where

was paired with logic and rhetoric.

- Alexandrian, the grammarians (3BCE) assumed that language

reflected reality. So, they tried to impose the order of language,

able to understand the language of centuries of old texts and to

those realities.

2. THE 18th CENTURY

- It developed prescriptive grammar teaching, and tried to analyse English grammar as though it was the same as Latin grammar.

- Grammar teaching in school was mainly about Latin and avoiding ‘errors’ in English.

- In this era, grammar become more numerous and important. Teachers believed that through memorizing the rules, it helps students to apply it in the practice.

3. THE 19th CENTURY

- It developed historical linguistics as an important university research subject while emphasis on how languages are related but little impact on school grammar teaching.

- Meanwhile, English literature struggle to establish itself as a university subject. It saw language as its competitor for the title ‘English’.

- At the end of 19th century, grammar was still perceived as a means of formal discipline and a means of social refinement.

- However, many teachers aim to improve students when teaching the grammar.

4. THE EARLY OF 20th CENTURY

- The quality of grammar teaching in English school showed a steady decline and increasing calls for its abandonment.

- The reason for the decline is the lack of complete university-level research on English Grammar. The Government said that it is impossible to teach grammar at schools for the simple reason that no one knows exactly what it is.

- Another reason was due to energetic campaign on behalf of literature and it was presented as a liberal and liberating alternative to the so called ‘grammar-grind’.

5. THE LATER 20th CENTURY (FROM 1960)

- It have two competing trends.

a) Most schools stopped teaching grammar in English. Meanwhile Latin teaching was also died, so students had no longer systematic instruction in grammar. This is the educational background of most young English teachers.

b) English grammar became important to research subject. It was because English was used as Foreign Language when it comes to publish the market and partly by the intellectual motivation of theoretical linguistics.

-Most Universities also have a department of Linguistics or of English Language where undergraduates study English grammar. This is the research background of the ‘modern grammar’ adopted by the KS3 strategy.

6. THE END OF THE 20th CENTURY (FROM ABOUT 1990)

- Reversed the anti grammar trends in school through a series of major reports on the perceived shortcomings of English teaching.

- Central government decided to promote the teaching of grammar (though different ministers clearly had different ideas of what this means) as part f drive to improve literacy standards. This decision are:

a) Controversial because of the bad press that highlighted about grammar teaching.

b) Challenging because it involves the introduction of a new subject rather than a simple re-instatement of an existing one, and this means for syllabus design and teacher’s support.

STAGES IN GRAMMARBehavioristic

• Interpretive skills develop sooner than expressive skills and that

learning is a developmental process.

• Initially the student might encounter difficulty, their behaviour

change where they easily give up.

• The teacher as a guide and model of competence that learners will

• Usually interpretive skills come first, acquired through immersion in the language, exposure to excellent models, and interaction with interesting subject matter.

• Fluency in oral and written expression develops gradually, as a consequence of exposure to good models and pleasant interaction in the second language.

Communicative

• "The role of grammar in communicative language teaching" suggests an uneasy relationship between two elements: namely, grammar on the one hand, and communication on the other.

• Communicative language teaching has brought a renewed emphasis on the role that semantics plays in the definition of language.

• Communicative language teaching is fundamentally concerned with 'making meaning' in the language, whether by interpreting someone else's message, expressing one's own, or negotiating when meaning is unclear.

• Viewing grammar with all of its components helps us as language teachers understand the complexity of what it means to know the grammar of a language.

• The goal of language learning in the communicative classroom is for learners to acquire the grammar of the second language in its broadest sense, to enable them to understand and make meaning; that is, to become proficient users of the second language.

Integrative CALL

• CALL is with the thought of providing an integrated teaching

Something that will :

• (1) provide realistic, native-speaker models of the language in a

media

• (2) offer a language learning curriculum

• (3) do a needs assessment

• (4) determine the best next step for the learner and provide

that skill area

• (5) record what the student has done, along with an evaluation

• (6) be available at any hour and require no additional pay or

REFERENCES

• http://www.pho.ucl.ac.uk/home/dick/kal/history.htm

• http://englishplus.com/news/news0100.htm

• https://sites.google.com/site/grammarengagement/history-of-grammar-instruction

• http://www.academia.edu/1920285/Learning_and_Teaching_Grammar

• https://www.englishclub.com/tefl-articles/history-english-language-teaching.htm