Kings Group The Grammar Book Reading Report 1

Grammar Reading Report 1

Kings Group
Eliderky Sanchez
Andry Reyes
Leibi Reyes
Marcos Reyes

Professor
Rene Olivares

Date:
03-28-2021
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Kings Group The Grammar Book Reading Report 1

Introduction

In this report we summarized some relevant elements of the English grammar, a

good grammar is the key to effective communication. Educators should be aware of the
importance of knowing how to use the language in effective way. In the “Grammar Book’’ the
authors Marianne Celce and Diane Larsen provide us with accurate definitions and examples
to improve our teaching methods and techniques.

Grammar is a set of rules and conventions that indicates how Standard American
English works. These rules are important tools that speakers of a language can utilize. When
you learn how to use the language, you can craft your message to communicate exactly what
you want to convey. In the development of our reading report, you will see how language
works.

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Two approaches to Teaching English

The English language teaching has been changing, especially throughout the 20th
century. Teachers have altered between favoring teaching approaches that focus primarily on
language use in those that focus on language born or analysis. The alteration has been caused
by an elemental disagreement regarding to whether one learns to communicate in a second
language by communicating in that language or whether one learns to communicate in a second
language by words and grammatical structures of the target language.

Using language grammatically and being able to communicate are the same but they
are both important goals. Thus, language teaching field would be well-served by finding a way
to help learners accomplish both ( Celce-Murcia 1992; Larsen-Freeman 1992)

A definition of grammar suitable for both approaches

To define grammar in a way that suits both purposes, we will need to take into
consideration how grammar operates at three levels: morphological, syntactic and discourse
level. Grammar dimensions were created to help teachers and students appreciate the fact that
the grammar is not just about forms. While grammar indeed involves forms in order to
communicate, language users also need to know the meanings of forms and when to use them
appropriately.

On the Nature of Grammar

The writer of this book associates the word grammar with the word rule, however she
declares that there are two qualifications when we want to use the terminology ‘’rule’’ in
connection with grammar. Firstly, we should be aware that ‘’rule’’ is not a hermetic
formulation but an exception. Even if rule is considered as a useful purpose, especially in
meeting the security requirements to start learning a language, it is also essential that teachers
consider that almost every linguistic subdivision has unclear limitations.

The second criterion we make relating to grammar rule is that they repeatedly appear
to be arbitrary constructions, for example, apprentices of English are told that is possible to
place a direct object after a certain kind of two word, or phrasal verbs when the direct object is
a noun, but not when the direct object is a pronoun.

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A Pedagogical Grammar, Not A Linguistic Grammar

Traditional grammar is defined as a set of forms and structure. Pedagogical grammar
is a narrative of how to use the grammar at a language; it can be associated with the reference
grammar with just describing the grammar of a language. Pedagogical grammar comprises
assumption about how learners learn, follows certain theories in their descriptions and are
written for a specific target audience. The typical classroom methodology is based on
demonstration, clarification, and practice. Learning is seen mainly as a conscious process and
grammatical rules are used deductively; they are explained by educators or textbook prior to
practice stage. Linguistics can be defined as the scientific of systematic study of language; it is
a science in the sense that scientific studies the rule, system, and principles of human language.

Linguistic grammar are often inaccessible except to those especially trained to work
within a particular paradigm. We have tried to make available linguistic insights without
requiring that our readers bring a great deal of linguistic background knowledge with them.
We have adapted some formalism, however. For instance, in elucidating that form dimension
we have employed our adaptation of transformational generative grammar trees. Although such
trees are no longer as visible in the linguistics literature as they once were, we have found them
to be a very effective parsing device in analyzing sentences - Level syntax, and some linguistics
even claimed they described sentences better than any other description of English to date.
(e.g., Lasnik and Uriagereka 1988:6)

Scope of linguistics
Micro Linguistics includes phonetics, phonology, and morphology, syntax, semantic
and pragmatic. Macro Linguistics includes sociolinguistics, psychologistic, neurolinguistics,
stylistics, discourse analysis, computational linguistics, cognitive linguistics, and applied
linguistics.

Noam Chomsky is one of the most influential

linguistics of 20th century. Interested in
grammar, how humans use a finite set of
structures and rules to procedure and infinite
number of grammatically correct sentences.

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Acquiring Skill as well as Knowledge

Knowledge is the theoretical or practical understanding of a language and skill is the
proficiency developed through training or experience.

Dunning Kruger course expresses that there is a difference between knowledge and
skills, knowledge is how to do things and skills is being capable of doing them. For instance, I
can learn about teaching. I can explain to others how learning and teaching process takes place,
what is the best way of teaching but, that does not make me a teacher. To become a teacher and
own the skills of teaching I essentially should be in the classroom and learn how to do it myself.
It is clear that in order to develop your language skills it takes time. It is necessary repetition
in this learning process and we should be aware that grammatical rules aforementioned for not
making common mistakes.

The Learning Processes

There are six interactive components of the learning process: attention, memory,
language, processing and organizing, graphomotor (writing) and higher order thinking. These
processes interact not only with each other, but also with emotions, classroom climate,
behavior, social skills, teachers, and family.
To engage, motivate and teach all learners at optimal levels, teachers must understand
the learning process in general, understand and respond to students’ individual emotional and
cognitive profiles and select instructional strategies and tactics that are effective for diverse
learners. Learning theory describes how students receive, process, and retain knowledge during
learning. Cognitive, emotional, and environmental influences.

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A multifaceted Teaching Approach

Eclectic approach is a method of language learning and teaching that combines various
approaches and methodologies to teach language depending on the aims of the lesson and the
abilities of learners. In this approach teacher has more flexibility and adaptability to choose
best elements to the needs and aims of students. Different teaching methods are borrowed and
adapted to suit the requirement of the learners. It breaks the monotony of the class.
There are various approaches and methods used for language teaching in the eclectic approach.
We can choose from different methods and approaches.

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Bilingual Method The teacher teaches the language by

giving mother tongue equivalents words
or sentences.
Communicative Language Teaching Its aim is to develop communicative
competence in students.
Total Physical Response It is based on the theory that memory is
enhanced through association with physical
response.
The Silent Way In this method the teacher uses a combination
of silence and gestures to focus student’s
attention.
Grammar Translation Method It is a method of teaching language by which
students learn grammatical rules and apply
those rules by translating between the target
language and the native language.
Direct Method In this method the teacher refrains from using
the student’s native language.

We agree with the multifaceted Approach, using a combination of methods help us to

create interest and effectiveness in the second language classrooms. Dominican teachers most
be capable to adopt and adapt a multifaceted teaching approach into second language
classrooms to enhance students to learn the language easier, in other words teachers should
create the context for acquiring knowledge.

Defining Students’ Learning Challenges

We think that it is relevant that educators define student’s learning challenges. During
the process of learning, structures may experience a variety of cognitive, motivational or
challenges that affect their learning. The three areas are interrelated, and many challenges
students face during learning stern from an interaction of cognitive, affective, and social
influences. Learners enter the classroom with prior knowledge and learning strategies, and this,
combined with experiences in the current classroom dynamics, may affect their motivation to
learn.

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As an instructor, one of the first steps to support students learning is identifying the
instructional challenges that can be arisen when students are learning a content and developing
intellectual skills needed in their disciplines. Learning involves understanding, relating ideas,
and making connections between prior and new knowledge so that, teachers should be aware
of the students’ needs when they are planning and creating the environment to a second
language acquisition/learning.

Metalanguage
Metalanguage is the language used to talk about language terminology and forms
associated with this field are called metalinguistic. The term metalanguage was originally used
by linguist Roman Jakobson and other Russian Formalists.

Parts of Speech
The definition of parts of parts of a speech is a class of words based on the word s
function, the way it works in a sentence and are usually grouped into two categories.

Major category:
 Nouns: Nouns are a person, place, thing, or idea. They can take on a myriad of roles in a
sentence, from the subject of it all to the object of an action.
 Verbs: Verbs are action words that tell what happens in a sentence. They can also show a
sentence subject's state of being.
 Adjectives: Adjectives describe nouns and pronouns. They specify which one, how much,
what kind, and more. Adjectives allow readers and listeners to use their senses to imagine
something more clearly. Examples: hot, lazy, funny, unique, bright, beautiful, poor, smooth.

 Adverbs: Adverbs describe verbs, adjectives, and even other adverbs. They specify: when,
where, how, and why something happened and to what extent or how often they are done.
Examples: softly, lazily, often, only, hopefully, softly, sometimes.

Minor category
Auxiliary verbs:
 Prepositions: Prepositions show spatial, temporal, and role relations between a noun or
pronoun and the other words in a sentence. They come at the start of a prepositional phrase,
which contains a preposition and its object. Examples: up, over, against, by, for, into, close
to, out of, apart from.
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 Pronouns: Pronouns replace nouns. A different pronoun is required depending on two

elements: the noun being replaced and the function that noun has in the sentence. In English,
pronouns only take the gender of the noun they replace in the 3rd person singular form. The
2nd person plural pronouns are identical to the 2nd person singular pronouns except for the
reflexive pronoun.
 Articles and Determiners: Articles and determiners function like adjectives by modifying
nouns, but they are different than adjectives in that they are necessary for a sentence to have
proper syntax. Articles and determiners specify and identify nouns and there are indefinite
and definite articles. Examples: articles: a, an, the; determiners: these, that, those, enough,
much, few, which, what.
 Conjunctions: Conjunctions join words, phrases, and clauses in a sentence. There are
coordinating, subordinating, and correlative conjunctions. Examples: and, but, or, so, yet,
with.
Sentential Terminology
 Simple sentence: A simple sentence has the most basic elements that make it a sentence: a
subject, a verb, and a completed thought. A simple sentence can also be referred to as
an independent clause. It is referred to as "independent" because, while it might be part of a
compound or complex sentence, it can also stand by itself as a complete sentence.
 Compound sentences: A compound sentence refers to a sentence made up of two
independent clauses (or complete sentences) connected to one another with a coordinating
conjunction.
 Complex sentences: A complex sentence is made up of an independent clause and one or
more dependent clauses connected to it. A dependent clause is like an independent clause,
or complete sentence, but it lacks one of the elements that would make it a complete
sentence.
Sentence’s moods:
 Markedness: In linguistics, Markedness refers to the way words are changed or added
to give a special meaning.
 Active Voice: When the subject of a sentence performs the verb’s action, we say that the
sentence is in the active voice. Sentences in the active voice have a strong, direct, and clear
tone.

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 Passive voice: The passive voice is used to show interest in the person or object that
experiences an action rather than the person or object that performs the action. In other
words, the most important thing or person becomes the subject of the sentence.
Supratentorial Terminology
 Backgrounding and foregrounding: certain sentences provide background information
while others function in the foreground to carry the main storyline.
 Cohesion: is the grammatical and lexical linking within a text or sentence that holds a text
together and gives it meaning. It is related to the broader concept of coherence.
 Register: is defined as the way a speaker uses language differently in different
circumstances. Think about the words you choose, your tone of voice, even your body
language. You probably behave very differently chatting with a friend than you would at
a formal dinner party or during a job interview. These variations in formality, also called
stylistic variation, are known as registers in linguistics. They are determined by such
factors as social occasion, context, purpose, and audience.
 Genre: Genre is a term used to classify types of spoken or written discourse. These are
normally classified by content, language, purpose, and form.

The lexicon
The lexicon has been characterized as a mental inventory of words and productive words
derivational process. It is important that educators know what a lexicon would consist of in a
model of English grammar, most lexical items appear in the basic structure of a sentence before
the application of any rules.

What does it mean to know a word?

To really know a word is extremely relevant to know its: spelling, morphological
irregularity, syntactic features and restrictions, common derivation and collocation, semantics
features and restrictions, and pragmatic features and restrictions.
Morphemes: are the smallest units of meaning in a language. They are commonly
classified as either free morphemes, which can occur as separate words or bound.
Many words in English are made up of a single free morpheme. For example, each word in the
following sentence is a distinct morpheme: "I need to go now, but you can stay." Put another
way, none of the nine words in that sentence can be divided into smaller parts that are also
meaningful.

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Conclusion

After having read the first three chapters of the grammar book we could appreciate the
meanings of the grammar and know it impacts our communication, learning each elements of
English grammar encompasses dedication and awareness of its importance.

The three dimensions of grammar; Form, Meaning, and Use help us understand the
grammatical structure accurately, meaningfully, and appropriately. As English instructors we
need to use different methods to enhance students in their learning process. One of the first
steps to support students learning is to identify the instructional challenges that can be arisen
when students are learning a content and developing intellectual skills needed in their
disciplines. We have understood the importance of improving our grammar or language in
order to be better English teachers, so that we appreciate the contents, suggestions given by
Marianne Celce and Dianne Larsen.

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