The Role Of Teaching Grammar In School

The Role Of Teaching Grammar In School In the past, in a traditional classroom, grammatical competence and explicit knowledge of language rules were emphasized. Grammar teaching held such an essential part in language teaching that other aspects became either ignored or downplayed. People assumed that if the grammatical rules of a language were mastered, the success of communication in that language was ensured (Richards and Renandya, 2002, p.145). Therefore, at that time this assumption required learners to pay much attention to grammar rules, sentence structures and forms. Every leaners, even children at a very young age, were made to study the complicated rules of grammar (Dash, 2007, p.91). This viewpoint inherits in itself several weaknesses. Dash also pointed out one of them, saying that modern educationists believe although a pupil has known all the grammar rules, he or she still makes the most elementary mistakes in grammar. Moreover, increased knowledge in grammar doesnt help students to increase the ability to use english correctly (p. 92). If learners just spend years learning only the formal properties of the language, they cannot exchange information, express ideas or feelings. To be able to communicate, they must learn grammatical rules in real communication. That is the reason why though students can do excellent exercises after studying grammar lesson, their ability to speak may not be improved. It is traditional grammar teaching that led to failure in communication. Acknowledging the imperfection of traditional view of grammar, things began to change in the late 1960s and early 1970s. It is argued that to be a competent user of a language, one needs to knows not only the rules of grammar, but also how the rules are used in real communication (Richards and Renandya, 2002, p.145). During this period, grammar teaching became less important or in some cases was abandoned. Many other teaching methods which were sought to replace traditional language teaching such as Communicative Language Teaching (CLT), Functional grammar and Consciousness-raising mainly focused on how to use it communicatively. To replace traditional grammar practice, Consciousness-raising is offered. Consciousness-raising, also known as awareness-raising, is part of the process a learner can go through with new language. Students first become aware or conscious of the new language, then recognise and distinguish it, then produce it. Through Consciousness-raising, learners will develop an explicit knowledge of the grammar of the language which facilitates their ability to communicate (Richards and Renandya, 2002, p.146. Opposite to traditional approaches, the goal of teaching grammar in a consciousness-raising is to instil correct grammatical patterns and habits directly through carefully-designed activities. This means it is not always a must to teach grammar points explicitly. Learners may also be led to grammatical rules implicitly. Nevertheless, this method has its own limitations. Because this method requires thinking much, it may not be appropriate for young learners and beginners, or others who prefe r learning by practising to thinking may dislike it. In addition, the aim of this method is helping learners to know about the language and it does not emphasize on immediate language use. Consequently, it may take a long time for the learners to be able to communicate in L2 spontaneously. Communicative Language Teaching (CLT) mainly focused on the communicative process and the negociation of meaning between participants. Learners need to know not only forms but also meanings and functions.That is, according to Hymes (1971), in CLT they will develop communicative competence, knowing when to say what to whom and how. (Freeman, 2002, p.121). Therefore, the activities in CLT are often meaningful tasks which involve real communication such as: language games, picture strip story,role play..etc. Though this is an effective approach of teaching grammar communicatively, it is believed to fill the gap in traditional grammar between forms and usage indirectly. The reason is that it does not necessarily deal with grammar sytematically. Actually, when communicative approaches are adopted, they are often represented as a combination of traditional grammar with communicative enhancements. (Hinkel and Fotos, 2002, p.79) Another approach related to CLT is teaching functional grammar. It is a general theory of the organization of natural language developed by Simon C. Dik, Michael Halliday and others. In general, the difference between functional approaches and traditional approaches is their focus. Functional approaches primarily focus on the communicative aspect of language in a particular context while traditional grammar focus on rules and syntax. According to this method, a given language form cannot guarantee an effective communicative skill without referring to the circumstances because some forms of expression may be appropriate while the others are not. Therefore, this way of teaching grammar provides leaners with good knowledge of using the right forms in different situations. Nonetheless, though representing an important advance in tying grammar to meaningful functions (Hinkel and Fotos, 2002, p.79), it causes some difficulty for learners. For instance, systemic functional grammar developed by Halliday mainly deals with meaning in context, it is often more complex than traditional grammar in terms of labels while traditional grammar is more concerned with rules. Therefore, it may take time to learn functional grammar. After a period in which the role of grammar declined, in recent years it has regained its rightful place in the language curriculum (Richards and Renandya, 2002, p.145). Now people realize that grammar is very important to the leaners language development. Teaching grammar in classroom today In today classroom, though there are many methods for teaching grammar, some teachers still prefer traditional grammar because it does not require much of the their language competence beyond the texbook. (Ho, 2007, p.28). This method is also supported by public attitudes. People assume that in public high schools teachers will teach good grammar for student success. Therefore, traditional grammar teaching is still widely accepted. There are others who believe an integrated method may be a good choice. In sum, until now there is no conclusion which is the best method in teaching grammar and methodologists are still doing researchs to find as many effective ways as possible.

Should the celebrity scandals in the press be banned?

One of the most disputable questions in our time is â€Å"Should the celebrity scandals in the press be banned†. Many people think that the tabloids shouldn’t write about the private life of the film and music stars. For example: when Brad Pitt and Jennifer Aniston got married, all tabloids wrote stories about their private life. The journalists made up a lot of them. As a result of that they split up. I think that the scandals in the press should be banned!In my opinion it’s none of our business what the stars do in their free time. Personally, I believe that most of the people that read such ridiculous stories about the stars’ private life don’t believe they are true. They read them just for fun. Nevertheless, I think we can do without this kind of entertainment. I don’t go along with the tabloids because the half of the stuff they print is just a complete rubbish. What is more: I think that the famous people have immoral lives but it is mo re immoral to write and read about it.Perhaps the most important point however is that when the teenagers read about the scandalous things that music and film stars do, they think that it’s OK to do such things. I don’t believe that is good about the youth – the future of our world. In conclusion, I would say that tabloids must stop to make up stories about the famous people. I think that reading such newspapers is just waste of time. We can spend our time in more pleasant things like going hiking or going swimming or just stay with our friends.

Psychology Is The Study Of The Mind And Behavior - 1389 Words

Psychology is the study of the mind and behaviour. Since Psychology first emerged there has been ,many differing schools of Psychology each with different theories in which to understand human behaviour. In this essay I will explain the four major schools of psychology including psychoanalysis, behaviourism, biological and cognitive, and the major influences behind each such as Freud. Psychoanalysis is a school of thought first developed by Sigmeund Freud(1856-1939) one of the most influential psychologists to date. Although Psychoanalysis has been developed over years since Freud’s death mainly by Erik Erikson, there are still key elements which remain the same. Freud’s approach to the human mind mainly focused on the unconscious†¦show more content†¦The id develops as a newborn baby and is driven by the libido and aggression, linked to psycho sexual development. The id is unconscious it is not driven by morality or logic and therefore must be satisfied immediately . The id receives gratification based purely on pleasure with no thought for consequences. The ego; is learned at a later stage around four years old. The ego brings more reasoning to our behaviour. The ego still intends to satisfy the ids needs however without consequences. The ego looks more at societies â€Å"norms† and influences from others in . â€Å"like a ma n on horseback, who has to hold in check the superior strength of the horse (S. Freud,The ego and the id, SE, 1923, p.15). The ego therefore is trying to control the powerful id. The superego; is the last part of our behaviour to develop. The superego attempts to suppress the desires of the id, the superego focuses primarily on perfect ideals of morality instead of realism in dealing with desires and aggressions. Psychoanalytic therapy looks at the unconscious mind and how repressed memories and thoughts can become present in behaviour. In psychotherapy people mainly talk to a psychotherapist or psychologist however music or other arts can be used. Psychotherapy can be used to treat depressions, drug abuse, anxiety disorders and many others. There are many strengths and weaknesses in psychoanalysis some key strengths in psychoanalysis are that Freud brought

Stopping by Woods on a Snowy Evening, by Robert Frost Essay

Robert Frost uses metaphor and symbolism extensively in ‘Stopping by Woods on a Snowy Evening’, developing deeper and more complex meanings from a superficially simple poem. Frost’s own analysis contributes greatly to our appreciation of the importance of metaphor, claiming that â€Å"metaphor [is] the whole of thinking,† inviting the reader to interpret the beautiful scene in a more profound way. However, the multitude of possible interpretations sees it being read as either carefully crafted lyric, a â€Å"suicide poem, [or] as recording a single autobiographical incident† . Judith Oster argues, therefore, that the social conditions individual to each reader tangibly alter our understanding of metaphor. Despite the simplicity of language,†¦show more content†¦The issues that Frost explores are universalised by metaphor, with allusions to literary traditions such as in Hamlet’s soliloquy, where the nature of life is explored. These conflicts between our duties and the promise of â€Å"sleep† are pre-eminently relevant to both the personal dilemma faced by the traveller but also to the reader, who is no closer to determining whether the final conclusion made is one of suicide and ‘rest’ or whether the â€Å"promises† outweigh the traveller’s ‘intemperance’ with the woods. As the poem becomes increasingly complex, the conventional metaphor of falling â€Å"snow† contributes layer upon layer of meaning. The â€Å"downy flake† transcends its literal sense, becoming a ‘blanket’ that both obscures and numbs the senses, hiding the dangers whilst tempting the traveller to stop. The coldness and darkness of the setting contrasts the purity of snow with the shadowy, even sinister idea that nature is enticing us with eternal rest. Frost’s allusions to the poem, ‘Keen fitful gusts’ with the line â€Å"and miles toShow MoreRelatedStopping By Woods On A Snowy Evening By Robert Frost Essay1256 Words   |  6 Pagesallows people to creatively observe the boundaries of depth. Forms of poetry are equal in difficulty; humankind might consider a sonnet difficult, in contrast others find it to be elementary. A poem I admire is called â€Å"stopping by woods on a snowy evening† by Robert Frost. (Frost, R. 1922). Mar veling at the simplicity of this poem, no wonder it’s considered a masterpiece! Words are beautifully painted inside the text. I would consider this poem to be free style. Poetry conforms to its own set ofRead MoreSymbolism in Stopping by Woods on a Snowy Evening by Robert Frost602 Words   |  3 PagesSymbolism in Stopping by Woods on a Snowy Evening by Robert Frost Many people consider Robert Frost to be one of Americas greatest poets, and one of his best known poems is Stopping by Woods on a Snowy Evening. In the poem, Frost describes a person stopping just outside of town in a wooded area with his horse. He stops for a moment to appreciate the wonder of the world that he has spent so much time in, something that he may not have done much in his younger years. The horse couldRead MoreAnalysis Of Stopping By Woods On A Snowy Evening, By Robert Frost778 Words   |  4 PagesRobert Frost is a great American poet that mastered the art of eloquently imprinting his readers with an overarching idea, or theme, through his use of symbolic language, precise picture painting, and metronome rhyme and meter. Frost addresses many different themes across his poems, but sometimes has similar methods of displaying his themes; three of the most prominent are the crossroads of a decision in â€Å"Stopping by Woods on a Snowy Evening,† the battle between desire and hate in â€Å"Fire and IceRead MoreAnalysis Of Stopping By Woods On A Snowy Evening By Robert Frost1405 Words   |  6 PagesWhile Robert Frost is often portrayed as a regionalist poet, whose focus typically turns to the simplicity and beauty of the New England landscape, many of Frost’s poems have an underlying darkness; â€Å"Stopping by Woods on a Snowy Evening,† a seemingly simple glimpse into the beauty of a winter night, is in both content and form a metaphor for the contemplation of suicide. The title of the poem suggests a familiarity, with the narrator â€Å"stopping by† the woods, a neighborly phrase that suggests thatRead MoreAnalysis Of Robert Frost s Poem Stopping By Woods On A Snowy Evening 923 Words   |  4 PagesIn Robert Frost’s poem â€Å"Stopping by Woods on a Snowy Evening† the speaker is traveling at night through the snow and pauses with his horse near the woods by a neighbor’s house to admire the snow falling in the woods. His little horse shakes his â€Å"harness bells†, questioning his sudden respite; perhaps indicating that this isn’t the destination of their journey. Throughout the poem, the speaker seems to be wrestling between obligations and desire. For example, he continues to stand near the woods attractedRead MoreAnalysis Of Robert Frost s `` Stopping By Woods On A Snowy Evening `` And `` Mending Wall ``1817 Words   |  8 Pages Robert Frost was an American poet born on March 26, 1874. Living to the age of eighty eight, Frost was able to become an accomplished poet in his lifetime, creating beautiful works of art through his words. In many of his poems one can find similar themes that discuss intense feelings and ideas about isolation and loneliness in one’s life, such as in â€Å"Stopping by Woods on a Snowy Evening† and â€Å"Mending Wall†. Each of the following poems discussed will demonstrate that throughout Robert Frost’sRead MoreSnow Imagery in â€Å"Desert Places† and â€Å"Stopping by Woods on a Snowy Evening†1246 Words   |  5 PagesRobert Frost (1874- 1963). Robert Frost â€Å"was the most widely admired and highly honoured American poet of the 20th century (Eiermann).† Robert Frost was raised in rural New England where he grew a fond love for the outdoors and nature (Merriman). His love with nature elements has probably overwhelmed him so much that it has been reflected upon in many of his poems such as â€Å" The Tuft of Flowers,† â€Å"Reluctance,† and â€Å"Birches.† One of the nature imageries that have been used frequently by Robert FrostRead More Perseverance in Robert Frosts Stopping by Woods on a Snowy Evening1095 Words   |  5 PagesPerseverance in Robert Frosts Stopping by Woods on a Snowy Evening Epictetus once wrote, First say what you would be; and then do what you have to do. This aphorism of self-discovery and obligation clearly describes Robert Frosts poem, Stopping by Woods on a Snowy Evening. In the course of the poem, Frosts speaker is confronted with two choices: he can either forget his problems or he can follow through with his responsibilities and make the most of life. It is through Frosts remarkableRead MoreEssay about Stopping by Woods on a Snowy Eve808 Words   |  4 PagesFrosts poem, Stopping by Woods on a Snowy Evening, seems to be a simple story of a man and his horse. It portrays beautiful imagery with an enjoyable rhythm and rhyming scheme. Taking a second look at this poem may bring a more complex curiosity about what Frost is exactly trying to achieve through his words. It is apparent in the breakdown of the poem that new meanings and revelations are to be found. This is seen by relating almost all of his statements to each stanza and line. Robert Fro sts aestheticRead MoreThe Use of Literary Devices in Robert Frosts Stopping by Woods on a Snowy Evening800 Words   |  4 PagesThe Use of Literary Devices in Robert Frosts Stopping by Woods on a Snowy Evening In Robert Frosts poem. â€Å"Stopping by Woods on a Snowy Evening.† the speaker uses literary devices to show the reader the poems meaning. Symbolism plays an important role in this poem. Robert Frost uses symbolism to show the correlation between the woods and village with heaven. Mythological symbolism is also found in this poem. when the speaker talks about the lake. it is a reference to Hel in Norse Mythology