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Grammar Is the Heart and Basis of Language Teaching and Learning: English Grammar and Its Role in ELT

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Grammar Is the Heart and Basis of Language Teaching and Learning: English Grammar and Its Role in ELT Annals of Language and Literature Volume 3, Issue 1, 2019, PP 6-11 ISSN 2637-5869 Grammar is the Heart and Basis of Language Teaching and Learning: English Grammar and Its Role in ELT Dr. Mohammad Reza Afroogh., Ph.D ELT, Instructor and lecturer, Iran *Corresponding Author: Dr. Mohammad Reza Afroogh, ELT, Instructor and lecturer, Iran ABSTRACT Some people think that correct English grammar matters only to teachers and is of no real importance in daily life. This is certainly not true. Grammar, regardless of the country or the language, is the foundation for communication. When a message is relayed with the correct grammar, it is easier to understand the purpose and meaning of that message. In order to communicate, a learner should know the grammar of the language. It is important to be able to express yourself, but this should be done in a way that people find easy to understand. Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g. Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. In this study we try to reveal the role of grammar in English language teaching. Keywords: Grammar, sentence structure, text, comprehension, reading INTRODUCTION a near-exclusive emphasis on macro language skills and communicative functions has Grammar is the sound, structure, and meaning somewhat downgraded the need to address the system of language. All languages have issue of the role of grammar in L2 reading grammar, and each language has its own (Urguhart & Weir, 1998; Han & D’Angelo, grammar. Regardless of the language to be 2009). learnt, successful reading comprehension is dependent on the grammar the reader knows, There are pros and cons as far as the role of that is grammar plays a very important role in grammar in reading comprehension is understanding texts, both for the first language concerned. The Structural Deficit Hypothesis (L1) and for the other languages (L2 or L3) (SDH) attributes difficulties in the acquisition of (Grabe, 2005, p36). However, little is currently reading to syntactic processing deficiencies known about how grammar and reading (Stein, Cairns & Zurif, 1984; Bowey, 1986a, comprehension for English as a foreign 1986b; Bentin, Deutsch and Liberman, 1990; language develop and interact in a bilingual Menyuk et al. 1991; Scarborough, 1991) The primary school context, especially with respect SDH claims that an absence of grammatical to minority language children who often have a knowledge or lack of processing ability migration background. interferes with higher level text comprehension. It is also believed that syntactic awareness The role of grammar in L2 reading has not assists readers in accomplishing their reading received much attention by researchers comprehension tasks effectively. Koda (2005) (Alderson, 1984, 2000; Urguhart & Weir, 1998; pointed out that all difficulties L2 readers Nassaji, 2007; Shiotsu & Weir, 2007). On the experience are attributable to inadequate one hand, this may be attributable to the very linguistic knowledge. nature of reading as a receptive language skill for comprehending the messages of the texts. THE ACQUISITION OF FOREIGN LANGUAGE Thus, knowledge of structure was regarded to GRAMMAR have less to do with comprehending a text than Competences in many different areas have to levels of other components such as vocabulary, develop when a foreign language is learned, background knowledge, and reading strategies. such as phonetic, phonological, lexical, On the other hand, the 30-year long dominance of Communicative Language Teaching that puts morphological, syntactic, discourse- pragmatic Annals of Language and Literature V3 ● I1 ● 2019 6 Grammar is the Heart and Basis of Language Teaching and Learning: English Grammar and Its Role in ELT as well as sociolinguistic skills. Although the There are differences between the acquisition of learner's primary concern in the earliest stages reading skills in an L2 and an L1 because, of L2 acquisition may be the acquisition of the unlike L1 reading, L2 reading involves two lexicon (Singleton, 2009), mastering the languages. This implies continuous interactions grammatical principles of the L2 is, of course, between the two languages and constant also essential for efficient communication in the adjustments to accommodate the different language (Ellis, 2008). demands of each language. For this reason, L2 reading is cross-linguistic and inherently more As learning a new language entails the complex than L1 reading (see e.g., Koda, 2007). development of both receptive and productive The following determinants for successful L2 language skills, a large body of research has reading skills have been identified: L1 reading been devoted to this relationship in grammar skills (see above) and L2 language skills, such acquisition because, for early L1, it has as L2 grammar and vocabulary knowledge, and repeatedly been claimed that comprehension4 the degree of automatization of L2 word leads to production (although this asymmetry recognition (see Frisch, 2013, for a review). L2 does not necessarily seem to apply to all areas, reading comprehension in bilingual schools has e.g., Szagun, 2006). However, once L1 has been been assessed in many studies, in particular in acquired, it is assumed that a person who is able Canada. In general, the results showed that to produce a grammar structure is also able to children in immersion programs performed comprehend it, and vice versa (Hendriks, significantly better in L2 reading tests than de,Hoop, & Lamers, 2005; Hendriks & Koster, comparable peers in mainstream foreign 2010). A similar comprehension/production language programs and that they may even asymmetry in early L2 acquisition has been achieve scores similar to native monolingual proposed for a long time (e.g., Tasseva- children (see e.g., Genesee & Jared, 2008 for Kurktchieva, 2008; Unsworth, 2007). The Canada, and Zaunbauer, Gebauer, & Möller, development of receptiveL2 grammar 2012 for Germany). In sum, the results of these knowledge, by contrast, is an area several studies clearly indicate the benefits of bilingual researchers have declared an unexplored (immersion) programs for the development of territory in SLA research (e.g., Ellis, 2008), L2 literacy skills. possibly because the product of receptive language knowledge is much less accessible THE IMPACT OF L2 GRAMMAR ON L2 than 4 Following Buyl and Housen (2015), the READING COMPREHENSION terms receptive grammar, grammatical comprehension and comprehension of grammar Although grammar knowledge is a well- will be used interchangeably. acknowledged component of reading comprehension in L1 and in L2 research (e.g., (Anja K. Steinlen 422 productive knowledge Bernhardt, 2000; Grabe, 2009; Jeon (e.g., Peyer, Kaiser, & Berthele, 2006). The development of English grammar and DEVELOPMENT OF FOREIGN LANGUAGE reading comprehension by majority and READING COMPREHENSION minority. .425 & Yamashita, 2014; Van Gelderen et al., 2004), its role in reading Reading is generally defined as the ability to comprehension is not a common topic in second “understand, use, reflect on and engage with language reading research. As an instructional written texts to achieve their own goals, to issue, the separation of grammar and reading develop their own knowledge and potential, and may be due to the relative non-emphasis on to participate in social life" (OECD, 2009, p. grammar in communicative methods and in 23). Reading skills depend, inter alia, on the language-arts instruction, especially at the reading speed and thus to a large extent on the beginning level in early foreign language short term storage capacity of the reading teaching (Grabe, 2009). person. Further determinants are background knowledge, lexical access, the presence of As yet the role of L2 grammar in L2 reading vocabulary and grammar, (reading) motivation comprehension is not well understood. For and positive attitudes towards reading, as well example, some authors have claimed that fluent as knowledge of textual features, reading L2 readers do not make extensive use of strategies, and cognitive basic skills (e.g., grammar knowledge once they progress to a OECD, 2009). certain point, when top-down schema knowledge, inference, and contextual 7 Annals of Language and Literature V3 ● I1 ● 2019 Grammar is the Heart and Basis of Language Teaching and Learning: English Grammar and Its Role in ELT knowledge play then more important roles in have only been conducted Anja K. Steinlen 426 comprehension (e.g., Bernhardt, 2000; Celce- with older L2 learners, there is a need to Murcia & Olshtain, 2000). Other authors examine beginning L2 learners (in primary (particularly Grabe, 2005, 2009) argue in favor school) and learners for whom the target of a strong relation between grammar and language is the L3 to better understand the reading in L2 acquisition, because, in their relationship between grammar and reading in opinion, grammar knowledge, along with the foreign language learning. associated processes of syntactic parsing, is a major foundation of fluent L2 reading, even at MOST COMMON ERRORS IN WRITTEN very advanced levels of L2 comprehension (see EXPRESSION also Alderson, 1993; Van Gelderen et al., 2004). First, let’s cast a glance on this statistical In a meta-analysis of L2 reading comprehension
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