The Role Of Teaching Grammar In School

The Role Of Teaching Grammar In SchoolIn the past, in a traditional classroom, grammatic competence and explicit association of nomenclature rules were emphasized. Grammar learn held much(prenominal) an essential part in vocabulary direction that former(a) aspects became either ignored or downplayed. People fake that if the grammatical rules of a lyric were mastered, the success of communication in that quarrel was ensured (Richards and Renandya, 2002, p.145). Therefore, at that succession this assumption required learners to pay much perplexity to grammar rules, sentence structures and forms. Every leaners, even children at a very green age, were made to study the complicated rules of grammar ( tire, 2007, p.91).This viewpoint inherits in itself several weaknesses. Dash also pointed out one of them, saying that modern educationists accept although a pupil has don all the grammar rules, he or she still makes the nearly elementary mistakes in grammar. Moreover, enlarge d sleep togetherledge in grammar doesnt help school-age childs to increase the ability to use english clearly (p. 92). If learners just spend age learning only the formal properties of the talking to, they cannot ex transfer information, express ideas or feelings. To be equal to(p) to communicate, they must learn grammatical rules in real communication. That is the mind why though students can do excellent exercises after examine grammar lesson, their ability to speak may not be improved. It is traditional grammar teaching that led to failure in communication.Acknowledging the imperfection of traditional view of grammar, things began to change in the late 1960s and early 1970s. It is argued that to be a skilled user of a wrangle, one needs to knows not only the rules of grammar, only when also how the rules are used in real communication (Richards and Renandya, 2002, p.145). During this period, grammar teaching became less important or in slightly cases was abandoned. M any other teaching methods which were sought to replace traditional language teaching such as Communicative Language Teaching (CLT), Functional grammar and Consciousness-raising mainly cogitate on how to use it communicatoryly.To replace traditional grammar practice, Consciousness-raising is offered. Consciousness-raising, also known as awareness-raising, is part of the process a learner can go by dint of with newfound language. Students first become aware or conscious of the new language, then recognise and distinguish it, then produce it. Through Consciousness-raising, learners pass on develop an explicit knowledge of the grammar of the language which facilitates their ability to communicate (Richards and Renandya, 2002, p.146. arctic to traditional progressiones, the goal of teaching grammar in a consciousness-raising is to instil correct grammatical patterns and habits directly through carefully-designed activities. This means it is not al focal points a must to teach gram mar points explicitly. Learners may also be led to grammatical rules implicitly. Nevertheless, this method has its own limitations. Because this method requires intellection much, it may not be appropriate for young learners and beginners, or others who prefer learning by practising to thinking may dislike it. In addition, the aim of this method is helping learners to know about the language and it does not emphasize on immediate language use. Consequently, it may take a long time for the learners to be able to communicate in L2 spontaneously.Communicative Language Teaching (CLT) mainly focus on the communicative process and the negociation of nub between participants. Learners need to know not only forms but also meanings and functions.That is, according to Hymes (1971), in CLT they go forth develop communicative competence, knowing when to say what to whom and how. (Freeman, 2002, p.121). Therefore, the activities in CLT are very much meaningful tasks which involve real comm unication such as language games, picture strip story, fictitious character play..etc. Though this is an legal approach of teaching grammar communicatively, it is believed to gormandize the gap in traditional grammar between forms and usage indirectly. The reason is that it does not necessarily deal with grammar sytematically. Actually, when communicative approaches are adopted, they are often equal as a combination of traditional grammar with communicative enhancements. (Hinkel and Fotos, 2002, p.79)Another approach related to CLT is teaching functional grammar. It is a general theory of the cheek of natural language developed by Simon C. Dik, Michael Halliday and others. In general, the difference between functional approaches and traditional approaches is their focus. Functional approaches primarily focus on the communicative aspect of language in a particular context slice traditional grammar focus on rules and syntax. According to this method, a given language form cannot guarantee an effective communicative skill without referring to the circumstances because somewhat forms of expression may be appropriate while the others are not. Therefore, this way of teaching grammar provides leaners with good knowledge of using the right forms in dissimilar situations. Nonetheless, though representing an important advance in tying grammar to meaningful functions (Hinkel and Fotos, 2002, p.79), it causes some difficulty for learners. For instance, systemic functional grammar developed by Halliday mainly deals with meaning in context, it is often more complex than traditional grammar in wrong of labels while traditional grammar is more concerned with rules. Therefore, it may take time to learn functional grammar.After a period in which the role of grammar declined, in recent years it has regained its rightful place in the language curriculum (Richards and Renandya, 2002, p.145). Now people realize that grammar is very important to the leaners language developm ent.Teaching grammar in classroom todayIn today classroom, though there are many methods for teaching grammar, some teachers still prefer traditional grammar because it does not require much of the their language competence beyond the texbook. (Ho, 2007, p.28). This method is also supported by public attitudes. People strickle that in public high schools teachers will teach good grammar for student success. Therefore, traditional grammar teaching is still widely accepted. There are others who believe an integrated method may be a good choice. In sum, until now there is no conclusion which is the best method in teaching grammar and methodologists are still doing researchs to find as many effective ways as possible.