MACTAL, MAUREEN JANE R.

JOURNAL #1

TEACHING AND ASSESSMENT OF GRAMMAR

1.WHAT IS GRAMMAR AND Its KIND?

Grammar is that part of the study of language which deals with the

structures and arrangements of words in sentences to convey meaning. The kinds of grammar these are
functional grammar, descriptive grammar, prescriptive grammar and pedagogical grammar.

2.WHAT IS GRAMMARING?

Grammaring According to Richards and Schmidt (2002) grammaring is sometimes used to refer to the
process by which language learners use grammar to create messages thru grammaticalizing.
Grammaticalizing is adding grammar to a sequence of words to create finer meaning distinctions.

3.WHAT MUST BE INVOLVED IN GRAMMAR TEACHING?

Laure-Freeman states that grammar teaching is not so much knowledge transmission as it
is skill development. She explains that role playing can be considered one of the most effective
activities for developing the appropriateness of the linguistics behaviors of students because it
stimulates situations in real life.

4.DISTINGUISH BETWEEN SPOKEN OR ORAL AND WRITTEN LANGUAGE?

Oral language refers to communication that is produced and evaluated when people engage in a face-to-
face exchange. It is based on interpersonal relationship. It is also adapted to a specific audience and to
socio-cultural settings and communities that are supposed to be present. Written language is commonly
associated with the language of books, explanatory prose and other materials maybe used in the future
by different readership.

5.HOW, WILL YOU KNOW IF ONE HAS COMMUNICATIVE COMPETENCE?

To be a competent communicator, you should have cognitive knowledge about communication based
on observation and instruction; understand that individual, social, and cultural contexts affect
competence; and be able to adapt to those various contexts.
6.WHAT CONSTITUE COMMUNICATIVE COMPETENCE?

Communicative competence is the ability to achieve communicative goals in a socially appropriate

manner. It is organized and goal-oriented, i.e., it includes the ability to select and apply skills that are
appropriate and effective in the respective context.

7.WHAT ARE TOO HE ISSUES IN TEACHING GRAMMAR EXPLAIN, HOW CAN THEY BE RESORLVED?

With these research-backed techniques, you can help your pupils understand grammar and find it
useful.

Use real writing to teach grammar.

Put usage before terminology. ...

One skill at a time, both teach and evaluate. ...

Foster learning through application and practice. ...

Participate in engaging mentor texts. ...

ideas for models.

8.WHAT ARE THE REASONS FOR TEACHING GRAMMAR.WHICH DO YOU THINK IS THE MOST
IMPORTANT WHY DID YOU CHOOSE THEM?

Besides being the groundwork for good communication, grammar is useful to the learner in many
different aspects. These include job opportunities, study opportunities, social skills, and a boost of
confidence, plus more. Grammar is essential for communication. It makes texts easier, clearer, and
more enjoyable to read. Your content becomes irrelevant if your grammar is so poor that the work is
illegible. Whether you are writing a novel, an essay, an email, a booklet, or online content, correct
grammar is paramount.

9.HOW CAN COMMUNICATIVE COMPETENCE BE ASSESSED?

Basically, there are three factors that influence communicative competence assessment: (a) the culture
and context of observation (the culture of the observers is different and makes use of distinct criteria),
(b) standards (they cannot be applied to all the individuals of the same community) and (c) conflicts of
observation (the valuations of the observations can apply the assessment criteria with a different
measurement). Furthermore, Canales and Swain [8] previously underlined the differences between the
assessment of the Meta discursive knowledge of competence and the capacity to demonstrate correct
use in a real communicative situation. In their reflections, they proposed the need to develop new
assessment formats and criteria, which must be centered on communicative skills and their relation
between verbal and non-verbal elements.