ADVANCED ENGLISH GRAMMAR AND COMPOSITION WRITING CHHORN THAN (original) (raw)
The Art and Practice of Grammar Writing
2014
for other reasons as well. The project of writing a grammar is substantially larger in scale than many other research projects. The grammar writer is called upon to have comprehensive knowledge of a language, from its phonetics to its discourse structure, coupled with socio-cultural knowledge. While pieces of a grammar are independent, components of the grammar intersect and interact with one another, requiring careful strategy and planning in how to go about writing. The grammar writer must thus put careful thought into how they will complete a project that has no logical end to it, how they will organize the grammar, and how they will relate the pieces of different parts of the grammar to one another. The scale is large, and there is no particular template for writing a grammar. Much depends on the language itself and on who the author anticipates will use the grammar. There are many complex decisions to make, making grammar writing an art. There is also much to balance: What topics must be covered and which are optional? What language is represented? What kind of depth is needed for each topic? How do the pieces fit together to create a whole? Even from this brief discussion, it is perhaps possible to see both the pleasure and the challenge that Valentine talks about. 4. CONTEXT IN WHICH DESCRIPTIVE GRAMMAR IS SITUATED. Grammar writing has probably always been a complex undertaking, but writing grammars today strikes us as perhaps even more challenging than it was in the past for several reasons. The most important change that has taken place is the recognition of the endangered state of so many languages of the world. This fact puts grammar-writing projects in a context different from the past and subjects the project to different sets of expectations and requirements. Many questions must be considered in writing a grammar that were not so important in the past. Who is the grammar written for? What kind of language should it represent? Can a single grammar serve all audiences? Coupled with language endangerment are the rapid changes in technology in the past twenty or so years. One can gather amounts of data that were unprecedented until just recently. The potential scope of a grammar, as discussed above, has always been vast, but the advancement of the technology pushes the horizon even further: it allows more questions to be asked and also allows for new types of analysis and new forms in which grammars can be presented. Thus, grammar writing in the present day has become more important, and at the same time, more complex and complicated. This is a very good time for us to reexamine the process and method of grammar writing. 5. WHY DO WE NEED YET ANOTHER BOOK ON GRAMMAR WRITING? There have been a few books on grammar writing published in recent years (Ameka, Dench, and Evans 2006; Payne and Weber 2007). One might ask why another book is necessary, given the recent attention to the writing of grammars. This book comes at the question of grammar writing in a somewhat different way than the other books. In particular, the focus of this
Grammar writing constitutes the oldest continuous tradition of explicit language study in the history of western linguistics. We all think we know what a grammar is, but grammar is a label that has been used and abused in more ways than any other in linguistics. In the specific sense of a written presentation of the structuring principles of a language it has meant different things to different users at different times and in different places. The use of the name grammar for this type of text has come down to us from the Latin Ars Grammatica, a direct translation of the Greek τέκνη γραμματική, meaning 'skill in the use of letters'. The study of language has clearly come a long way since it amounted to little more than being able to read and write. Innumerable grammar books have passed through the hands of students and scholars alike in the course of the centuries, and grammar production has been as much of an industry for publishers and booksellers as it has for linguists.
An Introduction to English Grammar
Dialogue Books, 2022
This books provides an overview of the importance of understanding English grammar for language learners and teachers. It covers the basics of English grammar, including parts of speech, sentence structure, and grammar rules such as syntax, morphology, and punctuation. Additionally, it explores common grammar terms, such as subject-verb agreement, tense, aspect, voice, mood, case, and gender. The chapter emphasizes the importance of context and register in understanding and using grammar effectively. It highlights the benefits of mastering English grammar for language learners, including effective communication, confidence, academic and professional success, and for teachers, it enhances their teaching effectiveness. Key Words: English grammar, language learners, language teachers, parts of speech, sentence structure, grammar rules, syntax, morphology, punctuation, common grammar terms, effective communication, confidence, academic success, professional success, teaching effectiveness.
Grammar of Effective Composition in English
IJMRAP, 2023
Pedagogical regiments of grammar and accuracy of expression is perhaps, one of the most dreaded aspects of second language acquisition, especially through conscious learning. Learners of different ages generally react in the same manner to the negative reaction or the low grades from both audience and graders; and most learners also share the same inhibiting obsession with 'correctness' or grammaticality of expression. Obviously, the teaching methodology of most English Language Teaching (ELT) professionals heightens the learners' dread of grammar, rather than mitigate it. This paper approaches grammar from the perspective of a make-up kit that beautifies our writing; not a set of dreadful rules you dare not break! This work briefly demonstrates salient aspects of grammar that enhance clarity of expression and relate these to effective composition and concludes that students who painstakingly negotiate the nexus of grammar and effective composition would in the main, succeed in their writing exercises.
Introducing English Linguistics Summary and Review
Charles F. Meyers is a professor at Massachusetts University where he teaches Linguistics to students aspiring to teach English as a second language. The book is designed for first year students, per se, so as to give them a strong introductory about Linguistics and therefore serves as a guideline for them and also as a course book for teachers. For beginners, it is a perfect first to-start-with with the author aiming to convey most of the basic notions related to Linguistics that students need to know. The book is also designed as self-study work with the activities that are introduced by the end of each chapter. These activities are instrumental for students to check their understanding and grasp of the topic. The book even goes further by offering further reading at the end of each chapter for those who want to go deeper and find more information; however, I think that the author digressed in offering these suggested extensive reading which will likely to leave the reader, especially the beginner, perplexed on what reading needs more attention. It would have been better if the author has provided some required reading at the beginning including articles, online videos, etc to increase the chance of reading them by students. Having said that, the book won’t be too much beneficial for students who are already familiar with basic terms of Linguistics and they may find the book a bit simplistic in its structure except for some of the activities that they may enjoy while practicing their knowledge.
Pedagogical Grammar in Context to Enrich English Language Learners
2019
Received: April 15, 2019 Accepted: May 20, 2019 Published: May 31, 2019 Volume: 2 Issue: 3 DOI: 10.32996/ijllt.2019.2.3.24 Studies and research reveal that most English language learners (ELLs) encounter challenges when they write an academic paper in English due to lack of grammar. As most international universities require passing international tests as TOEFL, IELTS, GMAT, GRE, and other tests with high level, most international students fail to achieve this requirement. The reason, as some studies and research reveal, is attributed to lack of pedagogical grammar, namely in writing. Hence, this paper focuses on how to teach pedagogical grammar to help ELLs write effectively in academic situations. The paper is based on literature review and interviewing nine ELLs, regarding the challenges they encounter while writing in academic situations. The researcher has used qualitative research method to fulfill this study, trying to investigate about the challenges that ELLs encounter whil...
International Journal of English Language Teaching, 2020
This paper unravels aspects of English grammar to be reinforced in the teaching of English as a second or foreign language. The data sources for the study are the following: the broad corpus which consists of 392 BEPC exam essays (2014 and 2015), 46 class test essays (15 in 2016, 15 in 2017 and 16 in 2018) and the narrow corpus which consists of a series of ten (10) designed tests altogether intended for 100 Troisieme class pupils (administered in 2019). The framework used for this study is the Communicative Effect Taxonomy in error analysis as developed by Hendrickson (1976). Findings revealed that Troisieme pupils' English is strewn with global errors, local errors and ambiguous errors. Actually, 20 global error types (including the choice of the wrong auxiliary), 14 local error types (including the V-ed form attached to irregular verbs) and 9 types of ambiguous errors (including the use of the preposition 'at' in place of 'about') were identified in the broad corpus and highlighted in the narrow corpus. By doing so, Troisieme pupils' communicative proficiency as well as their linguistic proficiency was found to be low, and their communicative proficiency was found to be lower than their linguistic proficiency. From the above aspects of English grammar to be reinforced in the teaching of English as a second or foreign language were unveiled. The essence of it all is to improve communicative and linguistic proficiency in English.