research report

Limitations of Traditional Grammar

The measures to implement functional grammar in ELC in true letter and spirit

Supervisor: Pr. Riaz Qadeer Supervise: Mr. Shoaib AU515170

11/9/2013

This research report is submitted in requirement of the degree of Post graduate diploma TEFL. The Department of English Language and applied linguistics Allama Iqbal Open University

Islamabad

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Contents list

Sr.

no

Contents Page

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1 Grammar (Definition and a short history) 2

2 What is traditional grammar 3

3 Traditional grammar includes 4

4 Advantages of traditional grammar 5

5 Limitations of traditional grammar (reasons for emergence of functional

grammar)

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6 What is systematic functional grammar(SFG) 9

7 Comparative study of TG vs SFG 11

8 Uses of TG & SFG 13

9 Conclusion 14

10 References 15

Chapter no 2

11 Teaching of grammar (measures to implement SFG in English language class room) 16

12 Strategies for Learning Grammar 18

13 Developing Grammar Activities 21

14 Using Textbook Grammar Activities 23

15 Assessing Grammar Proficiency 25

16 Resources for further study 26

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TRADITIONAL GRAMMAR VERSUS FUNCTIONAL

GRAMMAR

Grammar (Definition and a short history)

Early grammar was that of Sanskrit compiled by Indian grammarian Panini 400 BC

aimed at the preaching of their religious book “Vedas” and for the translation of their

“Buddha religion”. Word grammar is derived from Greek word “Grammatica or

“Grammatical Techne” means “The art of writing” And this Greek concept lasted till middle

ages where it became “A set of rules usually in the form of a text book dictating correct usage

“. Grammar is the branch of linguistics dealing with the form and structure of words

(morphology), and their interrelation in sentences (syntax). The study of grammar reveals

how language works; other definition of grammar says that grammar is rule and regulations

of a language governing the sounds, words, sentences, and other elements, as well as their

combination and interpretation. The Romans adopted the grammatical system of the Greeks

and applied it to Latin. Except for Varro, of the 1st century BC, who believed that

grammarians should discover structures, not dictate them, most Latin grammarians did not

attempt to alter the Greek system and also sought to protect their language from decay.

Whereas the model for the Greeks and Alexandrians was the language of Homer, the works

of Cicero and Virgil set the Latin standard. The works of Donatus (4th century AD)

and Priscian (6th century AD), the most important Latin grammarians, were widely used to

teach Latin grammar during the European Middle Ages. In medieval Europe, education was

conducted in Latin, and Latin grammar became the foundation of the liberal arts curriculum.

Many grammars were composed for students during this time. Aelfric, the abbot of Eynsham

(11th century), who wrote the first Latin grammar in Anglo-Saxon, proposed that this work

serve as an introduction to English grammar as well. Thus began the tradition of devising

English grammar according to a Latin model. The Modesta, grammarians of the mid-13th to

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mid-14th century who viewed language as a reflection of reality, looked to philosophy for

explanations of grammatical rules. In 17th-century France a group of grammarians from Port-

Royal were interested in the idea of universal grammar. The 20th-century linguist Noam

Chomsky has called the Port-Royal group the first transformational grammarians

Traditional grammar

Traditional Grammar is the speculative work of the medieval and the

prescriptive approach of the 18th Century grammarians basically it refer back to the

Aristotelian orientations towards the nature of language as it is shown in the work of the

ancient Greeks and Romans. There are ideas about sentence structure deriving form Aristotle

and Plato ideas about the parts of speech deriving from the socio-grammarians. A traditional

grammar is a framework for the description of the structure of language. Traditional

grammars are commonly used in language education.

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Concepts treated in traditional grammars include

S .NO NOUN S.NO NOUN

1 Subject 9 Noun

2 Predicate 10 Adjective

3 Object 11 Determiner

4 Predicative 12 Verb

5 Adverbial and adjunct 13 Adverb

6 Sentence 14 Preposition

7 Clause 15 Conjunction

8 Phrase 16 Pronoun

James D. William in his book (The Teacher's Grammar Book. Routledge, 2005) says

about traditional grammar:

"We say that traditional grammar is prescriptive because it focuses on the distinction

between what some people do with language and what they ought to do with it, according to a

pre-established standard. . . . The chief goal of traditional grammar, therefore, is perpetuating

a historical model of what supposedly constitutes proper language."

David Crystal says in his book (The Cambridge Encyclopedia of the English

Language.Cambridge University Press, 2003):

"Grammarians of the 2000s are the inheritors of the distortions and limitations imposed

on English by two centuries of a Latinate perspective."

In light of the above Traditional grammar is the Aristotelian orientation of Greek and

Romans this was a vehicle of mastering many languages for centuries and it is full of short

comings.

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Advantages of traditional grammar

The primary purpose of speaking and writing is to communicate with others.

Grammar is simply the commonly accepted methods of organizing and expressing words and

phrases so that the intended meaning is easily and successfully communicated. As long as

accepted grammar rules are followed, the communication can be successful. However, when

the grammar rules are not followed fairly closely, it can become awkward for the listener to

hear the intended message. It is as if they have to walk through a verbal obstacle course to

reach the destination, the meaning of the communication. Misuse of grammar can also

convey to the reader or listener that the communicator is not educated or not intelligent.

Improper use of grammar is used by writers when they are attempting to show a lack of

refinement in their characters.

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Limitations of traditional grammar (reasons for emergence of functional

grammar)

o Firstly, it is prescriptive in nature, attempting to lay down rules for speakers of a

language.

o Secondly, its grammatical categories are merely based on European languages and are

found inadequate in describing other languages.

o Thirdly, it lacks a theoretical framework and thus fails to account for the nature of

language.

o It has given a distorted view of what language is, placing priority on rules rather than on

functions of communication.

o Language is not a math. (Is there such a thing a 'traditional grammar'?) Though grammar

can help, in the same way math’s can help in Biology or other sciences.

o The grammar of English is constantly changing (oxymoronically). Though, one could

argue that there is a universal grammar, as was thought in the Baroque and Classical eras,

more esp. with music.

o In one respect traditional grammar is a set of rules on which the English language is based

on the other hand it is a pile of an inappropriate rules and short coming because if this

type of grammar was perfect and appropriate then there would be no need for so many

models of modern grammar.

o Traditional Grammar is basically structured on Indo-European classical languages. So, it

is a poor model for the grammars of languages that differ from Greek, Latin and Sanskrit.

o It does not discern between all linguistic level such as phonetic, morphology, syntactic

and semantic.

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o In its essence it is normative and prescriptive rather than explicit and descriptive. As

Frank Palmer says “most of the rules of grammar have no real justification and there is no

serious reason condemning the errors they prescribe. What is correct and what is not

correct is ultimately only a matter of what is accepted by society, for language is a matter

of conventions with in society. If everyone says, “It is me” then surely “it is me” is

correct English its rules are not rational, it is inconsistent and in adequate as description

of actual language in use.

o It rejects not only the contemporary usage but also the functional and social varieties of

Language.

o In its approach it is diachronic (Historical) rather than synchronic. It tries to incorporate a

living language like a dead one. Fries in his book, “the structure of English” challenges

traditional grammar by the calling them not insightful, pre-scientific, prescriptive and

having a literary bias.

o There may be about two hundred definitions of the sentence, yet they are not able to

differentiate between.

The girl is weeping.

The weeping girl.

o According to rules of the traditional grammar “noun” is the name of a person, place or

thing yet it can not include pink, blue and purple in the list of nouns although there are the

names of color.

o It is also noticed that traditional grammar gives importance to the written form of

language and it rejects the facts that spoken form is prior to the written form. On the other

hand it does not cover even the whole range of the written language but it is bound to

specific kinds of writing, the more formal styles, in particular it gives a general

conception of the nature of language in essentially aesthetic terms.

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o Traditional Grammar uses meaning as the primary tool of linguistic analysis. Total

meaning of a language utterance can not be analyzed in the present stage of our

knowledge. Meaning is a complex entity to understand of which a forma description of

language should form the base. Similarly it is going to treat because there is a various

categories of meaning there are two major types of meaning (1) Social Meaning (2)

Linguistic Meaning and Linguistic meaning is divided into tow sub-categories (1) Lexical

meaning (2) Structural meaning similarly lexical meaning is divided into three sub-

divisions(1) notional meaning (2) referent ional meaning (3) contextual meaning.

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Functional Grammar

Systemic functional grammar (SFG) is a form of grammatical description originated by

Michael Halliday.[1] It is part of a social semiotic approach to language called systemic

functional linguistics. In these two terms, systemic refers to the view of language as "a

network of systems, or interrelated sets of options for making meaning";[2] functional refers

to Halliday's view that language is as it is because of what it has evolved to do (see

Metafunction). Thus, what he refers to as the multidimensional architecture of language

"reflects the multidimensional nature of human experience and interpersonal relations

Functional Grammar (FG) is a general theory of the organization of natural language

as developed by Simon C. Dik and others. In the theory functional notions play essential and

fundamental roles at different levels of grammatical organization. The theory is based on data

and descriptions of many languages, and therefore has a high degree of typological adequacy.

FG offers a platform for both theoretical linguists interested in representation and formalism

and descriptive linguists interested in data and analysis. The Renaissance approach to

grammar, which based the description of all languages on the model of Greek and Latin, died

slowly, however. Not until the early 20th century did grammarians began to describe

languages on their own terms. Noteworthy in this regard are the Handbook of American

Indian Languages (1911), the work of the German American anthropologist Franz Boas and

his colleagues; and the studies by the Danish linguist Otto Jespersen,A Modern English

Grammar (pub. in four parts, 1909-31), and The Philosophy of Grammar (1924). Boas's work

formed the basis of various types of American descriptive grammar study. Jespersen's work

was the precursor of such current approaches to linguistic theory as transformational

generative grammar.Some grammarians are more concerned, however, with determining how

the meaningful arrangement of the basic word-building units (morphemes) and sentence-

building units (constituents) can best be described. This approach is called descriptive

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grammar. Descriptive grammars contain actual speech forms recorded from native speakers

of a particular language and represented by means of written symbols. Descriptive grammars

indicate what languages—often those never before written down or otherwise recorded—are

like structurally.Boas challenged the application of conventional methods of language study

to those non-Indo-European languages with no written records, such as the ones spoken by

Native North Americans (see Native American Languages). He saw grammar as a description

of how human speech in a language is organized. A descriptive grammar should describe the

relationships of speech elements in words and sentences. Given impetus by the fresh

perspective of Boas, the approach to grammar known as descriptive linguistics became

dominant in the U.S. during the first half of the 20th century.We have now discussed both

type of grammar in full detail ,now let us have a look on their features then it would be then

easy for us to decide what tupe of grammar is needed nowadays.

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COMPARATIVE STUDY OF TRADITIONAL AND FUNCTIONAL GRAMMAR

S.NO TRADITIONAL

GRAMMAR

FUNCTIONAL GRAMMAR

1 It is old and is declined after

the eighteenth century.

It is developed newly mainly in the twentieth

century.

2 It is pre or unscientific. It is scientific.

3 It is illogical, inconsistent

and unmethodological.

It is logical, consistent and methodological.

4 Subjective or intuitive. Objective and verifiable.

5 Informal Formal

6 Studies language as they

were all alike.

Studies language as a mirror of culture, since

no cultures are alike, no two languages are

alike.

7 Gives priority to written

form, especially literary form

of language.

Gives priority to spoken form, the

contemporary, actual usage.

8 Lacks precision and

economy.

Is full of precision and economy.

9 Is a set of prescriptive or

normative rules

Is an inventory of the language unit’s

phoneme, morpheme phrases, clauses and

sentences?

10 Gives main emphasis to

meaning.

Since meaning is a very complex

phenomenon it ignores meaning rather

emphasize communication.

11 Based on Greek and Latin Based on factual study of language.

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models.

12 Fusion of all linguistic

levels.

Separation of all linguistic levels.

13 Explanatory (How and

Why?)

Observational and descriptive or functional.

14 Humanistic and

philosophical study.

Empirical science.

15 It could not express gesture

and feelings.

It could express gesture and feelings.

16 It could not considerate

language change.

Since language is constantly in change it

accepts new trends.

17 It emphasizes rules. It observes native speakers.

18 It is deductive. It is inductive.

19 It has long history. It has short history.

20 It ignores speaking. It emphasizes speaking.

USES OF TRADITIONAL GRAMMAR

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S.NO USE OF TRADITIONAL GRAMMAR AND REASON

1 Phraseology of second language could be easily explained.

2 It is useful for adults as they can follow rule and can produce good language.

3 It is in use in our schools as our education system is mainly based on grammar

translation method (GTM). Moreover many teachers are also not trained for

the same.

4 It is in use as we cannot produce native like situation in our schools.

USES OF FUNCTIONAL GRAMMAR

S.NO USE OF FUNCTIONAL GRAMMAR AND REASON

1 It‘s use is helpful in classes as it produce native like speaking.

2 It emphasizes native like use of language therefore students learn language

naturally.

3 It is student centered and in our country it cannot be used due to non-

availability of trained staff.

4 Language could be learnt easily therefore now it is much emphasized.

Conclusion:

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Despite the fact that traditional grammar is informal, unscientific full of

contradictions and inconsistencies, inexplicit, inadequate, and prescriptive uneconomical and

unwholesome and it ignores spoken language, language change, contemporary usage and all

the varieties of language. T is still crucial unit of English language. It is not in so much what

traditional grammar actually tells us about language that is the real worrying factor as what it

does not tell us. Thus there is no need for whole scale change, it surely needs to be mended

rather than ended. This is what palmer has to say in his book “Grammar”. “Provided we are

aware of the problem, we can use the traditional parts of speech and their terminology as the

basis for word classification

Inspite of focusing on  functional grammar Traditional grammar being full of short comings

is still in use because of our system being based on it and. To sum up I would like to quote

Fries who says about Traditional grammarians thus:

“Not insightful, prescientific, prescriptive and having a literary bias, they are full of

inadequacies there may be about 200 definitions of a sentences yet they are not able to

differentiate between “The dog is barking and The barking dog.” ” 

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Teaching of grammar (measures to implement SFG in English language class room)

Grammar is central to the teaching and learning of languages. It is also one of the more

difficult aspects of language to teach well.

Many people, including language teachers, hear the word "grammar" and think of a fixed set

of word forms and rules of usage. They associate "good" grammar with the prestige forms of

the language, such as those used in writing and in formal oral presentations, and "bad" or

"no" grammar with the language used in everyday conversation or used by speakers of

nonprestige forms.

Language teachers who adopt this definition focus on grammar as a set of forms and rules.

They teach grammar by explaining the forms and rules and then drilling students on them.

This results in bored, disaffected students who can produce correct forms on exercises and

tests, but consistently make errors when they try to use the language in context.

Other language teachers, influenced by recent theoretical work on the difference between

language learning and language acquisition, tend not to teach grammar at all. Believing that

children acquire their first language without overt grammar instruction, they expect students

to learn their second language the same way. They assume that students will absorb grammar

rules as they hear, read, and use the language in communication activities. This approach

does not allow students to use one of the major tools they have as learners: their active

understanding of what grammar is and how it works in the language they already know.

The communicative competence model balances these extremes. The model recognizes that

overt grammar instruction helps students acquire the language more efficiently, but it

incorporates grammar teaching and learning into the larger context of teaching students to use

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the language. Instructors using this model teach students the grammar they need to know to

accomplish defined communication tasks.

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Strategies for Learning Grammar

Language teachers and language learners are often frustrated by the disconnect between

knowing the rules of grammar and being able to apply those rules automatically in listening,

speaking, reading, and writing. This disconnect reflects a separation between declarative

knowledge and procedural knowledge.

Declarative knowledge is knowledge about something. Declarative knowledge enables a

student to describe a rule of grammar and apply it in pattern practice drills.

Procedural knowledge is knowledge of how to do something. Procedural knowledge enables

a student to apply a rule of grammar in communication.

For example, declarative knowledge is what you have when you read and understand the

instructions for programming the DVD player. Procedural knowledge is what you

demonstrate when you program the DVD player.

Procedural knowledge does not translate automatically into declarative knowledge; many

native speakers can use their language clearly and correctly without being able to state the

rules of its grammar. Likewise, declarative knowledge does not translate automatically into

procedural knowledge; students may be able to state a grammar rule, but consistently fail to

apply the rule when speaking or writing.

To address the declarative knowledge/procedural knowledge dichotomy, teachers and

students can apply several strategies.

1. Relate knowledge needs to learning goals.

Identify the relationship of declarative knowledge and procedural knowledge to student goals

for learning the language. Students who plan to use the language exclusively for reading

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journal articles need to focus more on the declarative knowledge of grammar and discourse

structures that will help them understand those texts. Students who plan to live in-country

need to focus more on the procedural knowledge that will help them manage day to day oral

and written interactions.

2. Apply higher order thinking skills.

Recognize that development of declarative knowledge can accelerate development of

procedural knowledge. Teaching students how the language works and giving them

opportunities to compare it with other languages they know allows them to draw on critical

thinking and analytical skills. These processes can support the development of the innate

understanding that characterizes procedural knowledge.

3. Provide plentiful, appropriate language input.

Understand that students develop both procedural and declarative knowledge on the basis of

the input they receive. This input includes both finely tuned input that requires students to

pay attention to the relationships among form, meaning, and use for a specific grammar rule,

and roughly tuned input that allows students to encounter the grammar rule in a variety of

contexts. (For more on input, see Teaching Goals and Methods.)

4. Use predicting skills.

Discourse analyst Douglas Biber has demonstrated that different communication types can be

characterized by the clusters of linguistic features that are common to those types. Verb tense

and aspect, sentence length and structure, and larger discourse patterns all may contribute to

the distinctive profile of a given communication type. For example, a history textbook and a

newspaper article in English both use past tense verbs almost exclusively. However, the

newspaper article will use short sentences and a discourse pattern that alternates between

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subjects or perspectives. The history textbook will use complex sentences and will follow a

timeline in its discourse structure. Awareness of these features allows students to anticipate

the forms and structures they will encounter in a given communication task.

5. Limit expectations for drills.

Mechanical drills in which students substitute pronouns for nouns or alternate the person,

number, or tense of verbs can help students memorize irregular forms and challenging

structures. However, students do not develop the ability to use grammar correctly in oral and

written interactions by doing mechanical drills, because these drills separate form from

meaning and use. The content of the prompt and the response is set in advance; the student

only has to supply the correct grammatical form, and can do that without really needing to

understand or communicate anything. The main lesson that students learn from doing these

drills is: Grammar is boring.

Communicative drills encourage students to connect form, meaning, and use because

multiple correct responses are possible. In communicative drills, students respond to a prompt

using the grammar point under consideration, but providing their own content. For example,

to practice questions and answers in the past tense in English, teacher and students can ask

and answer questions about activities the previous evening. The drill is communicative

because none of the content is set in advance:

Teacher: Did you go to the library last night?

Student 1: No, I didn’t. I went to the movies. (To Student 2): Did you read chapter 3?

Student 2: Yes, I read chapter 3, but I didn’t understand it. (To Student 3): Did you

understand chapter 3?

Student 3: I didn’t read chapter 3. I went to the movies with Student 1.

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Developing Grammar Activities

Many courses and textbooks, especially those designed for lower proficiency levels, use a

specified sequence of grammatical topics as their organizing principle. When this is the case,

classroom activities need to reflect the grammar point that is being introduced or reviewed.

By contrast, when a course curriculum follows a topic sequence, grammar points can be

addressed as they come up.

In both cases, instructors can use the Larsen-Freeman pie chart as a guide for developing

activities.

For curricula that introduce grammatical forms in a specified sequence, instructors need to

develop activities that relate form to meaning and use.

Describe the grammar point, including form, meaning, and use, and give examples

(structured input)

Ask students to practice the grammar point in communicative drills (structured output)

Have students do a communicative task that provides opportunities to use the grammar point

(communicative output)

For curricula that follow a sequence of topics, instructors need to develop activities that relate

the topical discourse (use) to meaning and form.

Provide oral or written input (audiotape, reading selection) that addresses the topic

(structured input)

Review the point of grammar, using examples from the material (structured input)

Ask students to practice the grammar point in communicative drills that focus on the topic

(structured output)

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Have students do a communicative task on the topic (communicative output)

See Teaching Goals and Methods for definitions of input and output.

When instructors have the opportunity to develop part or the entire course curriculum, they

can develop a series of contexts based on the real world tasks that students will need to

perform using the language, and then teach grammar and vocabulary in relation to those

contexts.

For example, students who plan to travel will need to understand public address

announcements in airports and train stations. Instructors can use audiotaped simulations to

provide input; teach the grammatical forms that typically occur in such announcements; and

then have students practice by asking and answering questions about what was announced.

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Using Textbook Grammar Activities

Textbooks usually provide one or more of the following three types of grammar exercises.

Mechanical drills: Each prompt has only one correct response, and students can complete the

exercise without attending to meaning. For example:

George waited for the bus this morning. He will wait for the bus tomorrow morning, too.

Meaningful drills: Each prompt has only one correct response, and students must attend to

meaning to complete the exercise. For example:

Where are George’s papers? They are in his notebook.

(Students must understand the meaning of the question in order to answer, but only one

correct answer is possible because they all know where George’s papers are.)

Communicative drills, described in Strategies for Learning Grammar

To use textbook grammar exercises effectively, instructors need to recognize which type they

are, devote the appropriate amount of time to them, and supplement them as needed.

Recognizing Types

Before the teaching term begins, inventory the textbook to see which type(s) of drills it

provides. Decide which you will use in class, which you will assign as homework, and which

you will skip.

Assigning Time

When deciding which textbook drills to use and how much time to allot to them, keep their

relative value in mind.

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Mechanical drills are the least useful because they bear little resemblance to real

communication. They do not require students to learn anything; they only require parroting of

a pattern or rule.

Meaningful drills can help students develop understanding of the workings of rules of

grammar because they require students to make form-meaning correlations. Their

resemblance to real communication is limited by the fact that they have only one correct

answer.

Communicative drills require students to be aware of the relationships among form, meaning,

and use. In communicative drills, students test and develop their ability to use language to

convey ideas and information.

Supplementing

If the textbook provides few or no meaningful and communicative drills, instructors may

want to create some to substitute for mechanical drills. See Developing Grammar Activities

for guidelines.

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Assessing Grammar Proficiency

Authentic Assessment

Just as mechanical drills do not teach students the language, mechanical test questions do not

assess their ability to use it in authentic ways. In order to provide authentic assessment of

students’ grammar proficiency, an evaluation must reflect real-life uses of grammar in

context. This means that the activity must have a purpose other than assessment and require

students to demonstrate their level of grammar proficiency by completing some task.

To develop authentic assessment activities, begin with the types of tasks that students will

actually need to do using the language. Assessment can then take the form of communicative

drills and communicative activities like those used in the teaching process.

For example, the activity based on audiotapes of public address announcements (Developing

Grammar Activities) can be converted into an assessment by having students respond orally

or in writing to questions about a similar tape. In this type of assessment, the instructor uses a

checklist or rubric to evaluate the student understands and/or use of grammar in context. (See

Assessing Learning for more on checklists and rubrics.)

Mechanical Tests

Mechanical tests do serve one purpose: They motivate students to memorize. They can

therefore serve as prompts to encourage memorization of irregular forms and vocabulary

items. Because they test only memory capacity, not language ability, they are best used as

quizzes and given relatively little weight in evaluating student performance and progress.

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Resources for further study

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David Crystal, The Cambridge Encyclopedia of the English

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George Hillocks, Research on Written Composition: New Directions for Teaching. National

Council of Teachers, 1986.

Brian Brooks, James Pinson, and Jean Gaddy Wilson, Working with Words. Macmillan,

2005.

. Frank Palmer (Grammar)

John Lyons (introduction to the theoretical linguistics).

Fries ( the Structure of English)

Grammar Code 5657 AIOU Islamabad.

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