An abridgment of grammaring in Flashlight 5
In the last few decades, linguistic communication teaching methodology has been observed to undergo a spectacular shift from traditional grammar-oriented methods to more than communicative-oriented methods. However, most students seem to be unable to communicate in English effectively at ace time they leave the classroom, and some others cannot do so even with their peers in the classroom. This difficulty is partly due to the learners limited exposure to the stone pit language and Larsen-Freeman (2003) terms this situation the inert knowledge problem, that is, knowledge gained in the classroom remains inactive or inert when it is needed spontaneously in communication.
The traditional bet considers grammar as a set of rules or pre-established knowledge. It assumes that there is one predetermined correct answer, regardless of the context. Teaching grammar often means giving students grammar rules and then having students practise such rules in drills and exercises. However, this affect of grammar does not appear to be appropriate when communication takes position in a particular context, since correctness or rightness of language in that context must always be considered.
As Larsen-Freeman (2003) points out grammar has three dimensions: form, meaning, and use. She even invented the term grammaring to absorb grammar not as a body of established knowledge in the traditional sense but as a acquirement or dynamic process (p. 24). She posits that grammaring is the fifth skill (alongside listening, speaking, reading and writing), the ability to use grammar structures accurately, meaningfully, and appropriately. Thornbury (2001) also advocates this concept of grammaring and posits that grammar is more like a process and that it is verb-like rather than noun-like. In the process of achieving second or foreign language proficiency, learners may reign grammaring lessons more useful...If you want to get a full essay, parliamentary law it on our website: Orderessay
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