DESCRIPTIVE VERSUS PERSPECTIVE GRAMMAR

Pedagogical Approach of Descriptive and Perspective Grammar

A pedagogical grammar refers to the modified approach that is now adopted in
linguistics to facilitate the process of teaching an extra language. In broader spectrum it can
be defines as the grammar that exists to help foreign language learners. Pedagogical grammar
can be categorized into two distinct but interconnected theory areas. First of which is
concerned with descriptive models can be integrated with pedagogical reference along with
teaching materials that makes the process of learning easy and simple for the learner.
Secondly premises about second-language achievement form the other category of
pedagogical grammar. It provides the fundamentals about class attitudes and tactics. It in
general guides students about grammatical concepts which appear to be insightful for a native
speaker while extremely complicated for a non-native speaker. An indigenous English
speaker needs less attention an instruction in correcting some obvious sentence structure
mistakes. For instance he would be easily able to invert the words “You do know me” to form
an appropriate sentence as “Do you know me?” However for somebody who is learning
English as his second language would demand a detailed explanation about making this
inversion. This fact becomes more lucid when the person’s native language formulates
question following a different way. Guiding about this particular area of grammar might
appear monotonous and pointless for first-language speakers but it is an essential aspect of
pedagogical grammar. ( Ortega, 2008)
Pedagogical grammar presents rules about fixing the language practice in
communications. For illustration it guides about the language that a doctor uses to check his
patients and write his prescriptions. Similarly pedagogical grammar also deals with
descriptive grammars teaching the speakers to have a strong grip over the language to make
sure they use it frequently even without considering the proper rules before speaking.
Summing up pedagogical grammar forms a border between the grounds of prescriptive and
descriptive language. Using both approaches is vital to serve the purpose of pedagogical
grammar that is to help non-native speakers use the language fluently. In order to make a
learner perfectly skilled in his desirable language, it is important to make obey the rules of
prescriptive grammar to improve his utterances. On the contrary by means of descriptive
language the foreign language learners comprehend the way native speakers make use of the
language. However it is necessary the learners make complete sense in his communication
when using slangs or some other non-standard learning ways.
As its name indicates, prescriptive grammar suggests what people should do with
language and descriptive grammar is about describing the language as it is used. It is closely
related to the Standard English (SE), and the descriptive grammar concerns linguists most.
Prescriptive grammar approach is the norm in language teaching classes, and it is adopted
widely all around the world.On the other hand, the descriptive grammar is able to present
various uses of the language peculiar to different situations or people, which may seem
questionable at first from a prescriptive grammarian approach. "The difference between
descriptive grammar and prescriptive grammar is comparable to the difference between
constitutive rules, which determine how something works (such as the rules for the game of
chess), and regulatory rules, which control behaviour (such as the rules of etiquette). If the
former are violated, the thing cannot work, but if the latter are violated, the thing works, but
crudely, awkwardly, or rudely." (Laurel J. Brinton and Donna Brinton, 2010:29). Both
approaches to grammar do not seem to contradict in theory as they appeal to different
professions whose approach to language differs in many ways. Although their distinctive
implementations seem to work smoothly, in practice the prescriptive grammar approach
sometimes makes the English grammar a highly controversial topic in ELT classes among
students.

The Prescriptive and Descriptive Grammar in Language Classes

When it comes to learning a language, we have a pedagogical grammar which is “a kind of
descriptive grammar designed for teaching and learning purposes” (Thornbury, 2006:92). It’s
very close to prescriptive grammar as it is also based on SE. It’s the language prescribed in
grammar boxes of main course books, which does not include other accepted uses according
to various dialects. It has an indisputable contribution to learning atmosphere as “language
learners don’t want choices; they want rules” (Thornbury, 2012: ELT Journal Volume 66/2
April 2012:242) It also offers a simplification to language use, which is also very popular
with learners and teachers as well.
A teacher who approaches teaching a language from a descriptive grammarian’s perspective,
nothing can be unexplained. So, when a student comes and asks the rationale of “he don’t
know he is safe…” in the lyrics of the pop song Rockabye, a descriptive grammarian can say
that the third singular person is not marked in some regional dialects and it is correct for
those people who live there; on the other hand a prescriptive grammarian can stay on the
question a bit more. When a teacher takes on the role of a prescriptive grammarian, he,
inevitably, starts to become very authoritative and always tells what to do with the language.
So, it’s not always easy to respond to a student who starts by saying: “but, teacher you’ve
said that we use does with he…”
The reflection of pedagogical grammar or prescriptive in ELT classes is far from its purpose
in teaching English. As learners want rules, simplifications and try to get ready for tough
exams, some “grammar rules” unique to language classes occur. Such as, using “will” not “be
going to” after “I think” phrases, matching always “when” with “past simple” and “while”
with “past continuous”, or “always” goes with “present simple” not “present continuous”.
These suggestions to the usage of language become life-savers for most students.