assignment hbet2103

HBET2103 GRAMMAR IN AN ESL CONTEXT

COURSE ASSIGNMENT JANUARY 2009

SHAMSHURIZAT BIN HASHIM (MATRIX #: 740725095259001).

Acknowledgement

Shamshurizat bin Hashim born in 25 July 1974 in Utan Aji district in the state of Perlis,

Malaysia. He was graduated from Maktab Perguruan Sultan Abdul Halim Sungai Petani Kedah

(Diploma in Teaching English as a Second Language and Music) and he is the eldest son in his

family. A primary school teacher who is teaching in the rural area of Terengganu (Hulu

Terengganu) state of Malaysia is a husband and a father of three sons. The first school he

teaches in that area was Sekolah Kebangsaan Bukit Tadok for three years (2000 – 2003). From

40% school achievement on English Language subject increase to 90% pupils manage to catch

up with English Language. Within the years he manages to change the pupils’ perception on

studying the English Language. His Second school is Sekolah Kebangsaan Kuala Ping located in

the same area. The school is situated at the tourism area of Tasik Kenyir the largest manmade

lake in South East Asia. He has been teaching for almost 9 educational’s years in English as a

second language in those two schools. Now he is doing his bachelor in TESL in Open University

Malaysia.

TUTOR: EN AHMAD BIN OTHMANPPT: KUALA TERENGGANU




Abstract

In this assignment we are going to elaborate the English Language Unit. In language

learning, what is the language unit used by teachers to measure a learner’s proficiency on

accuracy and fluency or to measure knowledge of language (grammar) and language skills? The

concept of language knowledge (grammar) can be explored by discussing the language units in

terms of the following terms,

1. Structures

2. Patterns

3. Forms

4. Transformations

5. Functions and

6. Meaning

We are going to discuss the concepts of each unit with suitable examples.

“The average Malaysia does not know much about his or her own language or languages”

1. Introduction

Language unit refers to one of the natural units into which linguistic messages can be

analyzed.

There are several linguistic units to be can be use by the teacher to measure their

learner’s proficiency on accuracy and fluency or to measure knowledge of language (grammar)

and language skills. The language units are mention below;

a. Discourse - extended verbal expression in speech or writing

b. Word - a unit of language that native speakers can identify; "words are the blocks

from which sentences are made"; "he hardly said ten words all morning"

c. Syllable - a unit of spoken language larger than a phoneme; "the word `pocket' has

two syllables"





d. Lexeme - a minimal unit (as a word or stem) in the lexicon of a language; `go' and

`went' and `gone' and `going' are all members of the English lexeme `go'

e. Morpheme - minimal meaningful language unit; it cannot be divided into smaller

meaningful units

f. Formative - minimal language unit that has a syntactic (or morphological) function

g. Name - a language unit by which a person or thing is known; "his name really is

George Washington"; "those are two names for the same thing"

h. String - a linear sequence of symbols (characters or words or phrases)

i. Collocation - a grouping of words in a sentence

j. Speech sound, phone, sound - (phonetics) an individual sound unit of speech

without concern as to whether or not it is a phoneme of some language

k. Sign - a fundamental linguistic unit linking a signifier to that which is signified; "The

bond between the signifier and the signified is arbitrary"--de Saussure

l. Component part, part, portion, and component, constituent - something determined

in relation to something that includes it; "he wanted to feel a part of something

bigger than himself"; "I read a portion of the manuscript"; "the smaller component is

hard to reach"; "the animal constituent of plankton"

2. The Concept of Language Knowledge (Grammar)

What is Grammar?

Grammar refers to the study of how words and their component parts combine to form

sentences or the study of structural relationships in language or in a language, sometimes

including pronunciation, meaning, and linguistic history.





Grammar also known as the system of inflections, syntax, and word formation of a

language. The system of rules implicit in a language, viewed as a mechanism for generating all

sentences possible in that language.

A normative or prescriptive set of rules setting forth the current standard of usage for

pedagogical or reference purposes. Writing or speech judged with regard to such a set of rules.

A book containing the morphologic, syntactic, and semantic rules for a specific language. The

basic principles of an area of knowledge: the grammar of music. A book dealing with such

principles.

In other source, our Glossary of Grammatical and Rhetorical Terms, you’ll find two

definitions of grammar as the systematic study and description of a language and a set of rules

and examples dealing with the syntax and word structures of a language, usually intended as an

aid to the learning of that language.

Descriptive grammar (definition #1) refers to the structure of a language as it is actually

used by speakers and writers. Prescriptive grammar (definition #2) refers to the structure of a

language as certain people think it should be used.

Both kinds of grammar are concerned with rules--but in different ways. Specialists in

descriptive grammar (called linguists) study the rules or patterns that underlie our use of words,

phrases, clauses, and sentences. On the other hand, prescriptive grammarians (such as most

editors and teachers) lay out rules about what they believe to be the “correct” or “incorrect”

use of language. (See What a SNOOT Is?)

3. Structures

There are many different ways of organizing words into sentences. (Or we might say,

Words can be organized into sentences in many different ways.) For this reason, describing how





to put a sentence together isn't as easy as explaining how to bake a cake, for example, or

assemble a model plane. There are no easy recipes, no step-by-step instructions. But that

doesn't mean that crafting an effective sentence depends on magic or good luck.

Experienced writers understand that the basic parts of a sentence can be combined and

arranged in countless ways. So as we work to improve our writing, it's important to understand

what these basic structures are and how to use them effectively.

We'll begin by introducing the traditional parts of speech and the most common

sentence structures. For practice in shaping these words and structures into strong sentences,

follow the links to the practice exercises, examples, and expanded discussions.

a. The Parts of Speech

One way to begin studying basic sentence structures is to consider the traditional parts

of speech (also called word classes): nouns, pronouns, verbs, adjectives, adverbs, prepositions,

conjunctions, articles, and interjections. Except for interjections ("ouch!"), which have a habit of

standing alone, and articles (a, an, the), which stand in front of nouns, the parts of speech come

in many varieties and may appear just about anywhere in a sentence. To know for sure what

part of speech a word is, we have to look not only at the word itself but also at its meaning,

position, and use in a sentence.

More:

The Parts of Speech

What Is a Noun?

What Is a Verb?

What Is a Word Class?





b. Subjects, Verbs, and Objects

The basic parts of a sentence are the subject, verb, and object. The subject is usually a

noun--a word that names a person, place, or thing. The verb (or predicate) usually follows the

subject and identifies an action or a state of being. An object receives the action and usually

follows the verb.

More:

Subjects, Verbs, and Objects

What Is a Subject?

What Is a Predicate?

What Is a Direct Object?

What Is a Simple Sentence?

Exercises in Identifying Subjects and Verbs

c. Adjectives and Adverbs

A common way of expanding the basic sentence is with modifiers--words that add to the

meanings of other words. The simplest modifiers are adjectives and adverbs. Adjectives modify

nouns, while adverbs modify verbs, adjectives, and other adverbs.

More:

Adding Adjectives and Adverbs to the Basic Sentence Unit

What Is an Adjective?

What Is an Adverb?

Sentence Building with Adjectives and Adverbs





Sentence Combining: Martha's Departure

d. Prepositional Phrases

Like adjectives and adverbs, prepositional phrases add meaning to the nouns and verbs

in sentences. A prepositional phrase has two basic parts: a preposition plus a noun or a

pronoun that serves as the object of the preposition.

More:

Adding Prepositional Phrases to the Basic Sentence Unit

Arranging Prepositional Phrases

What Is a Preposition?

Identifying Prepositional Phrases

Sentence Building with Prepositional Phrases

e. Coordination

A common way to connect related words, phrases, and even entire clauses is to

coordinate them--that is, connect them with a basic coordinating conjunction such as "and" or

"but."

More:

Coordinating Words, Phrases, and Clauses

What Is a Conjunction?

What Is a Compound Sentence?

Sentence Combining with Coordination





f. Adjective Clauses

To show that one idea in a sentence is more important than another, we rely on

subordination--that is, treating one word group as secondary (or subordinate) to another. One

common form of subordination is the adjective clause--a word group that modifies a noun. The

most common adjective clauses begin with one of these relative pronouns: who, which, and

that.

More:

Subordination with Adjective Clauses

Building Sentences with Adjective Clauses

What Is a Relative Pronoun?

What Is a Subordinate Clause?

What Is a Complex Sentence?

Sentence Combining with Adjective Clauses

g. Appositives

An appositive is a word or group of words that identifies or renames another word in a

sentence--most often a noun that immediately precedes it. Appositive constructions offer

concise ways of describing or defining a person, place, or thing.

More:

a. Building Sentences with Appositives

b. What Is an Appositive?

c. Practice in Using Appositives





h. Adverb Clauses

Like an adjective clause, an adverb clause is always dependent on (or subordinate to) an

independent clause. Like an ordinary adverb, an adverb clause usually modifies a verb, though

it can also modify an adjective, an adverb, or even the rest of the sentence in which it appears.

An adverb clause begins with a subordinating conjunction--an adverb that connects the

subordinate clause to the main clause.

More:

Building Sentences with Adverb Clauses (part one)

Building Sentences with Adverb Clauses (part two)

Building Sentences with Adverb Clauses (part three)

What Is a Subordinating Conjunction?

i. Participial Phrases

A participle is a verb form used as an adjective to modify nouns and pronouns. All

present participles end in -ing. The past participles of all regular verbs end in -ed. Irregular

verbs, however, have various past participle endings. Participles and participial phrases can add

vigor to our writing as they add information to our sentences.

More:

Creating and Arranging Participial Phrases

Identifying Verbals

What Is a Participle?

Building Sentences with Participial Phrases





j. Absolute Phrases

Among the various kinds of modifiers, the absolute phrase may be the least common

but one of the most useful. An absolute phrase, which consists of a noun plus at least one other

word, adds details to an entire sentence--details that often describe one aspect of someone or

something mentioned elsewhere in the sentence.

4. Patterns

Subject, Verbs and Clauses

In its simplest form, an English sentence has two parts: a subject and a verb that express

a complete thought when they are together. The subject shows who or what is doing the

actions. It is always some form of noun or pronoun. The verb shows the action or state of being.

It can be an action verb like “walk” or a state verb like “seem”.

Examples of simple two word sentences include:

Ben slept.

Ducks quack.

Real sentences are rarely so short. We usually want to convey much more information, so

we modify the main subject and verb with other words and phrases, as in the sentences below:

Unfortunately, Ben slept fitfully.

Ducks quack louder in the pond.

A clause is the combination of a subject and a verb. When you have a subject and verb, you

have a clause. Pretty easy, isn't it? These are two particular clauses:





i ) Independent clause: A subject and verb that make a complete thought. Independent

clauses are called independent because they can stand on their own and make sense.

ii) Dependent clause: A subject and verb that don't make a complete thought. Dependent

clauses always need to be attached to an independent clause (they're too weak to stand

alone).

Four Basic Patterns

Every sentence pattern below describes a different way to combine clauses. In the

descriptions below, S=Subject and V=Verb, and options for arranging the clauses in each

sentence pattern given in parentheses. Connecting words and the associated punctuation are

highlighted in brown. Notice how the punctuation changes with each arrangement.

Pattern 1: Simple Sentence

One independent clause (SV.)

Mr. Potato Head eats monkeys.

I refuse.

Pattern 2: Compound Sentence

Two or more independent clauses. They can be arranged in these ways: (SV, and SV.) or

(SV; however, SV.) Connectors with a comma, the FANBOYS: for, and, nor, but, or, yet, so.

Connectors with a semicolon and comma: however, moreover, nevertheless, nonetheless,

therefore

Example compound sentences:

Mr. Potato Head eats them for breakfast every day, but I don't see the attraction.





Pattern 3: Complex Sentence

One independent clause PLUS one or more dependent clauses. They can be arranged in

these ways: (SV because SV.) or (Because SV, SV.) or (S, because SV, V.) Connectors are always

at the beginning of the dependent clause. They show how the dependent clause is related to

the independent clause. This list shows different types of relationships along with the

connectors that indicate those relationships:

Cause/Effect: because, since, so that

Comparison/Contrast: although, even though, though, whereas, while

Place/Manner: how, however, where, wherever

Possibility/Conditions: if, whether, unless

Relation: that, which, who, whom

Time: after, as, before, since, when, whenever, while, until

Examples of complex sentences:

He recommends them highly because they taste like chicken when they are hot.

Although chicken always appeals to me, I still feel skeptical about monkey.

Mrs. Potato Head, because she loves us so much, has offered to make her special

monkey soufflé for us.

Pattern 4: Compound-Complex Sentence

Two or more independent clauses PLUS one or more dependent clauses. They can be

arranged in these ways: (SV, and SV because SV.) or (Because SV, SV, but SV.). All of the

connectors listed under Patterns 2 & 3 are used.





Mr. Potato Head said that he would share the secret recipe; however, if he shares it

with me, Mrs. Potato Head will feed him to the piranhas, so he is safer, and I am happier

if I don't eat monkeys or steal recipes.

5. Forms

Form is a dependent clause introduce by a sub-ordinator : although, because, since and

others. There are four types of sentence forms.

Simple Sentence

Single independent clause.

Example: - I totaled my car.

Compound Sentence

At least 2 independent clauses and no subordinate clauses

Example: - I totaled my car, so I bought a new one.

Complex Sentence

At least 1 independent clause and 1 subordinate clause

Example: - Because I totaled my car, I bought a new one.

Compound-Complex

At least 2 independent clauses and at least 1 subordinate clause.

Example: - I totaled my car, so I bought a new one, even though I had planned to wait.





6. Transformations

A theory of grammar that accounts for the constructions of a language by linguistic

transformations and phrase structures.

A type of syntactic rule that can move an element from one position to another.

"Some of [Noam] Chomsky's notation, and some of his terminology too--including

transform itself, defined in part by the Random House Dictionary as 'changing the form

of (a figure, expression, etc.) without in general changing the value'--have a distinctly

mathematical air about them. . . . [But] TG [transformational grammar] is not a

mathematical grammar. The processes it describes are not mathematical processes and

the symbols it describes are not used with their mathematical meaning. . . .

"Chomsky's grammar is a 'generative grammar of the transformational type.' By that he

means that it makes explicit the rules for generating new sentences, not for analyzing

existing sentences; the rules themselves provide the analysis. And he means that among

the rules are those for transforming one type of sentence into another (affirmative into

negative, simple into compound or complex, and so forth); the transformations make

the relationships among such sentences clear." (W.F. Bolton, A Living Language: The

History and Structure of English, Random House, 1982)

"In traditional grammar, the concept of transformation was used mainly as a didactic

means for developing the appropriate linguistic habits. . . .

"The credit for making the concept of transformation popular and significant belongs

primarily to Zellig Harris and Noam Chomsky. . . . Harris introduced the concept of

transformation to linguistics in order to reinforce the effectiveness of the method of

reducing utterances to certain basic sentence structures."


http://grammar.about.com/od/rs/g/syntax.htm




(Kazimierz Polanski, "Some Remarks on Transformations," in Linguistics Across Historical

and Geographical Boundaries, ed. by D. Kastovsky, et al., Walter de Gruyter, 1986)

"The new linguistics, which began in 1957 with the publication of Noam Chomsky's

Syntactic Structures, deserves the label 'revolutionary.' After 1957, the study of

grammar would no longer be limited to what is said and how it is interpreted. In fact,

the word grammar itself took on a new meaning. The new linguistics defined grammar

as our innate, subconscious ability to generate language, an internal system of rules that

constitutes our human language capacity. The goal of the new linguistics was to describe

this internal grammar.

"Unlike the structuralists, whose goal was to examine the sentences we actually speak

and to describe their systemic nature, the transformationalists wanted to unlock the

secrets of language: to build a model of our internal rules, a model that would produce

all of the grammatical--and no ungrammatical--sentences.” (Martha Kolln and Robert

Funk, Understanding English Grammar, 5th ed., Allyn and Bacon, 1998)

"When it comes to syntax, [Noam] Chomsky is famous for proposing that beneath every

sentence in the mind of a speaker is an invisible, inaudible deep structure, the interface

to the mental lexicon. The deep structure is converted by transformational rules into a

'surface structure' that corresponds more closely to what is pronounced and heard. The

rationale is that certain constructions, if they were listed in the mind as surface

structures, would have to be multiplied out in thousands of redundant variations that

would have to have been learned one by one, whereas if the constructions were listed

as deep structures, they would be simple, few in number, and economically learned."

(Steven Pinker, Words and Rules, Basic Books, 1999)





Transformations mean changing one sentence structure into another structure. There

are nine types of transformations that are:

Transform to passive voice

This transformation requires using a sentence with an action verb and a direct object.

i) The dog ate the bone.

ii) Joe gave Mary a ring.

iii) We consider Joe intelligent.





Transform to the expletive there is/ there are

This transformation requires using a sentence with a verb of being as the main verb.

Transform to cleft

This transformation allows us to emphasize the sentence subject or object. This is an

example to create the transformation using It.





This is an example to create the transformation using What.

Transform to negative

This transformation may be used with any of the sentence patterns. To create the

negative transformation:

A. With a verb of being as the main verb. Add not to the verb.

Example:





B. With an action or linking verb that has an auxiliary verb (have or be). Add not to the

verb.

C. With an action or linking verb that does not have an auxiliary verb. Add not and the

appropriate number and tense of do.

Transform to interrogative with Yes-No answer

This transformation may be used with any of the sentence patterns. To transform

sentences into the interrogative with Yes-No answer.





A. With a verb of being as the main verb: Transpose the position of the subject and the

verb.

B. With an action or linking verb that has an auxiliary verb (have or be). Transpose the

position of the subject and the auxiliary verb.

Example on action verb:

Example on linking verb:





C. With an action or linking verb that does not have an auxiliary verb.

Add the appropriate number and tense of do.

Example on action verb:

Example on linking verb:





Transform to interrogative

This transformation provides questions that will produce than a Yes-No answer. It may

be used with any of the sentence patterns. To create the transformation, we have to place an

interrogative word at the beginning of the sentence, reverse positions of the subject and verb

and also add do/does/did.

Interrogative words:

how when where why what which who whom

Example of verb of being:





Example of action verb with auxiliary verb:

Example of linking verb with auxiliary verb:

Example of action verb without auxiliary verb:





Example of linking verb without auxiliary verb:

Transform to emphasis/emphatic

This transformation may be used with all sentence patterns except the verb-of-being

patterns and action or linking verbs that do not have auxiliary verbs. To make the emphatic

transformation, place do, does or did in front of the verb as tense and dictate.

Transform to imperative

This transformation creates command. It may be used with all sentence patterns. To

make the imperative transformation, replace the sentence subject with we are understood and

change the verb form to its infinitive form without to.





Transform to exclamatory

This transformation creates a surprise statement. It may be used with all sentence

patterns. To make the exclamatory transformation, we need to place what or how at the

beginning of the sentence, rearrange words in the sentence as needed and place an

exclamation point at the end of the sentence.

In many cases, more than one transformation may be performed at a time on a given sentence.

Examples : Passive and interrogative





Examples : Passive, negative and interrogative Yes-No

Examples : Cleft, emphasis and interrogative Yes-No

7. FUNCTIONS

In linguistics, sentence function refers to a speaker’s purpose in uttering a specific

sentence: whether a listener is present or not. It answers the question: “Why has this been

said?” The most basic sentence functions in the world’s language include the declarative,

interrogative, exclamatory and the imperative. These correspond to a statement, question,

exclamation and command respectively. Typically, a sentence goes from one function to the

next through a combination of changes in word orders, intonation and sometimes the addition

of certain auxiliaries.





Declarative

The declarative sentence is the best most common kind of sentence in any language, in

most situations and in a way can be considered the default function of a sentence. It states an

idea or gives information to the receiver. A statement usually ends with a period.

Declarative: makes a statement.

Example: - He answered a hard question.

Imperative

An imperative sentence gives an order or directions or instructions. Imperative

sentences are a little more intentional than exclamatory sentences and their aim is to get the

person being spoken to either do or not do something (usually in direct relation to the speaker).

An imperative can end in either or an exclamation point.

Imperative: command or request

Example: - Answer the question now.

Interrogative

An interrogative sentence naturally asks a question and therefore ends with a question

mark. Its effort is to try and gather information. This sentence ends in a question mark.

What do you want?

Is she blind?

Interrogative: a question

Example: - Did he answer the hard question?





Exclamatory

An exclamatory sentence is released because of and expresses strong emotion.

Exclamations are comparable to interjections. In punctuation, an exclamatory is ended with and

exclamation mark. For example:

I’ll finish my work in time!

Exclamatory: exclamations

Example: - What a hard question you asked!

Meaning

Why is this important? When we talk about teaching and learning, we are often talking

about meaning. Consider the classic constructivist activity of 'making meaning', for example. Or

event he concept of 'content', which is (ostensibly) the 'meaning' of whatever it is that a

student is being taught. What are we to make of such theorizing in the light of the numerous

ways that words, sentences, ideas and constructs can have meaning? What does 'making

meaning' mean we consider the range between logical, semantic, and functional meaning?

The idea - often so central to transmission and transactional theorists of learning that a

word or sentence can have a single meaning, or a 'shared meaning', is tested to the extreme by

an examination of the nature and constitution of that putative meaning.

Here are some of the many different types of meaning:

Literal meaning

The sentence means what it says. Also known as 'utterance' meaning (Griffiths).

Logical meaning

The meaning of the sentence is determined by (is a part of) a set of logical inferences, such as

composition, subordination, etc. Also called 'taxis'. (Kies)





Denotative meaning

The sentence means what it is about. The 'reference' of a sentence, as opposed to its 'sense'.

(Frege)

Semantical meaning

Meaning is truth (Tarski - 'snow is white' is true iff snow is white)

Positivist meaning

The sentence means what it says that can be empirically confirmed or falsified (Ayer, Carnap,

Schlick)

Pragmatic meaning

The relationship between signs and their users. (Morris) Includes "identificational meaning,

expressive meaning, associative meaning, social meaning, and imperative meaning." (Lunwen)

Intentional meaning

The sentence means what the author intended it to say. Also known as "sender's meaning"

(Griffiths). - John Searle, often includes conversational implicatures.

Connotative meaning

The sentence means what readers think about when they read it. Sometimes known as 'sense'

(Frege). Also sometimes thought of as 'associative' meaning. (Morris) Includes 'reflected'

meaning (what is communicated through association with another sense of the same

expression, Leech) and collocative meaning (Leech)

Social meaning

"What is communicated of the social circumstances of language use" (from Leech; Lunwen)

Metaphorical meaning





The meaning is determined by metaphor, and not actual reference

Emotive meaning

Related to connotative - the type of emotion the sentence invokes

Functional meaning

The sentence means what it is used for, what it does (Wittgenstein, meaning is use;

Austin, speech acts). The 'mode' of a sentence is the function it plays in channeling

communication - what degree of feedback it elicits, for example, of what degree of abstraction

it considers. (Cope and Kalantzis)

Type meaning

The sentence's meaning is related to what it doesn't say, to the range of possible words

or sentences that could be said instead (Derrida). Gillett writes, "Part of the meaning of a word

is its 'register'. Which types of language is the word used in: letters or reports, spoken or

written, biology or business etc?"

Deictic meaning

Meaning is determined with reference to the situation or context in which the word is

used. Griffiths writes, "Deixis is pervasive in languages." Common deixic frames include

common understandings related to people )'the boss'), time ('tomorrow'), place ('nearby'),

participants ('his'), even discourse itself ('this' article).

Relevance, significance or value

"What is the meaning of life?"

Accent

The manner in which the word is pronounced or emphasized can change its meaning.

Intralingual meaning





(Morris) intralingual meaning (the relationship between different signs; it includes

phonological meaning, graphemic meaning, morphological or lexemic meaning, syntactic

meaning, and discoursal or textual meaning).

Thematic meaning

"What is communicated by the way in which the message is organized in terms of order and

emphasis" (Leech; Lunwen)

8. Conclusions

After giving a lot of effort in doing the assignment, what can I stated here is; it is very

important to make a lot of revision and looking forward through many references to make

sense in understand the need of the assignment. There are numbers of important principles in

Grammar in an ESL context.

Before the serjeant begins to teach the young soldiers their exercise of the musket, he

explains to them the different parts of it; the stock, the barrel, the loops, the swivels,

and so on; because, unless they know these by their names, they cannot know how to

obey his instruction…This species of preliminary knowledge is absolutely necessary in

all…calling of life; but not more necessary than it is you to learn…how to know the sorts

of words one from another.

William Cobbett, in a letter to his son, 1823

What was true in Cobbett’s day remains true now. Engineering students are expected to

know their arithmetic, music students have to practice their scales. No one can write good

letters, memorandums or reports or master word processing, let alone literary composition,

without having first learned the basic grammar. “Today according to the columnist Simon

Jenkins, now editor of The Times, ‘not to understand the structure of a sentence is an

overwhelming obstacle in the way of most gainful employment…’

Many people event students in every school find grammar is bore, but understanding

grammar will in some ways free you from its grip, making you the master of words rather than





keeping you as their slave. English teacher in every school in this country are trademark as ‘A

Walking Dictionary’. I am very proud of listening to the phrase but how far am I to be like the

trademark.

What I like to say here is; it’s all depend on the teacher to make grammar teaching to be

fun and exciting or boring and bewildering. It is all depends on how the teacher approaches the

lesson. Must be remember that, if the lesson does not seems to be turn out well, do not give

up. Try to find other new and innovating techniques. Do not forget that not only your students

should enjoy the lesson but you should enjoy it as well.

9. Reference

http://education.yahoo.com/reference/dictionary/entry/grammar

N. Chomsky, Aspects of the Theory of Syntax (1965) and Knowledge of Language:

Its Nature, Origin and use (1986); R. W. Langacker, Language and Its Structure

(2d ed. 1973); F. J. Newmeyer, Grammatical Theory (1983); V. C. Cook,

Chomsky's Universal Grammar (1988).

Rundle, Bede. Grammar in Philosophy. Oxford: Clarendon Press; New York:

Oxford University Press 1979. ISBN 0198246129.

George Yule, The Study of Language. 2005. ISBN 978-0521543200

Bialystok,E.(1991). Language Processing In Children Linguistics, New York:

Cambridge University Press.

Simpson, J.A. and E.S.C. Weiner, ed (1989). Oxford English Dictionary (2 ed.).

Clarendon Press. ISBN 0-198-61186-2

13. Bauer, Laurie (1983). English Word-formation. Cambridge: Cambridge

University Press. ISBN 0-521-28492-9.

Brockhampton Reference, Dictionary of English Grammar, 1995 Geddes &

Grosset. Ltd David Dale House, New Lanmark, Scotland





Reder’s Digest, How to write and speak better 1991 ISBN 0276420306 reprinted

in 2005

Practical English Language (English as second language), Times Educational Co

(PTE) LTD Singapore ISBN 9971946203


assignment hbet2103

Documents