GRAMMAR

A.    The Aspects Of Structure That Should Be Considered

English largely separates tense and aspect formally, its generally recognized aspects do not correspond very closely to the traditional notion of perfective vs. imperfective aspectual distinction originally devised to classify aspect in most classical and Slavic languages (those languages for which the concept of aspect was first proposed in describing non-tense handling of verbal "viewpoint").

1.     The perfective aspect, sometimes called the aoristic aspect, is a grammatical aspect used to describe a situation viewed as a simple whole, whether that situation occurs in the past, present, or future. The perfective aspect is equivalent to the aspectual component of past perfective forms variously called "aorist", "preterite", and "simple past". Although the essence of the perfective is an event seen as a whole, a unit without internal structure, most languages which have a perfective use it for various similar semantic roles, such as momentary events and the onsets or completions of events, all of which are single points in time and thus have no internal structure. Other languages instead have separate momentane, inchoative, or cessative aspects for those roles, with or without a general perfective.

2.     The imperfective is a grammatical aspect used to describe a situation viewed with internal structure, such as ongoing, habitual, repeated, and similar semantic roles, whether that situation occurs in the past, present, or future. Although many languages have a general imperfective, others have distinct aspects for one or more of its various roles, such as progressive, habitual, and iterative aspects.

Like tense, aspect is a way that verbs represent time. However, rather than locating an event or state in time, the way tense does, aspect describes "the internal temporal constituency of a situation", or in other words, aspect is a way "of conceiving the flow of the process itself".  

The Aspects Of English Grammar:

1.     Pronoun

Pronouns are words we use in the place of a full noun.

2.     Determiners and quantifiers

a.     Determiners are words which come at the beginning of the noun phrase. They tell us whether the noun phrase is specific or general.

The specific determiners are:

·         the definite article: the

·         possessives: my, your, his, her, its; our, their, whose

·         demonstratives: this, that, these, those

·         interrogatives: which

We use a specific determiner when we believe the listener/reader knows exactly what

General determiners:

The general determiners are:

·         a; an; any; another; other; what

b.     Quantifiers

We use quantifiers when we want to give someone information about the number of something: how much or how many.

3.     Possessive

4.     Adjectives

We use adjectives to describe nouns.

Most adjectives can be used in front of a noun…:

They have a beautiful house.

5.     Adverbials

We use adverbs to give more information about the verb.

6.     Verb

The aspect of a verb is determined by whether the action is on-going or completed.  Although all verbs in the past have already happened, aspect is used to emphasise whether the action was on-going or completed at the time.  The four aspects are: simple aspect (also known as the indefinite aspect), perfect aspect (or complete aspect), progressive aspect (or continuing aspect) and perfect progressive aspect.

He took the photos.
(simple aspect - no emphasis of completed or on-going action)
He had taken the photos by the time the owner arrived.
(perfect aspect - action completed)
He was taking the photos when the owner arrived.
(progressive aspect - action on-going)
He had been taking the photos before the owner arrived.
(perfect progressive aspect - action on-going but then finished

B.     SOME APPROACHES IN UNDERSTANDING GRAMMAR:

1.   The Grammar Translation  Method

This method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that, through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and this familiarity would help them speak and write their native language better. Finally, It was thought that foreign language learning would help students’ grow intellectually; it was recognized that students would probably never use the target language, but the mental exercise of learning it would be beneficial anyway.

·         The goals of teachers who use the Grammar-Translation Method:

According to the teachers who use the Grammar-Translation Method, a fundamental purpose of learning a foreign languages is to be able to read literature written in the target language. To do this, the students need to learn about grammar rules and vocabulary of the language.

·         The roles of teacher is the authority in the classroom. The students do as he says so they can learn what he knows.

2.     The Communicative Approach

In this method, acknowledge that structures and vocabulary are important. Communicative competence involves being able to use the language appropriate to given social context. To do this students need knowledge of the linguistics forms, meanings, and functions. They need to know that many different forms can be used to perform a function and also that a single form can often serve variety of functions. In this approach, the teacher as facilitator for their students.

C.     INDUCTIVE AND DEDUCTIVE TEACHING

a.     Inductive teaching is a constructivist model of teaching that is more student-centered. In inductive teaching first provide examples, then have students practice and figure out the rule themselves. This method of teaching is more experiential and based on a guided discovery learning philosophy.

b.     Deductive teaching is a more traditional form of teaching. In deductive teaching you typically provide information (lecture), share specific examples of the concept or skill being taught, then, allows students to practice the skill being taught. This is a more teacher-centered model of teaching that is rule driven. Some of the positives of this method are that it is time saving and gets to the point of the lesson easily.

D.    ASSESSMENT FOR STUDENTS

The teachers give the students assessment to know the ability of students in understanding the material and also how effective the teachers’ method.

In teaching grammar, the teacher can give Written tests in which students are asked to translate from their native language to the target language are often used. Questions about the foreign culture or questions that ask students to apply grammar rules are also common.

E.     TECHNIQUES OF TEACHING GRAMMAR

1.     Finger techniques

Use the movement of finger in teaching grammar. It’s can be used in teaching English for Elementary School.

2.     Song

Through song that the lyric contain of grammar rules or structure.

3.     Translation of literary passage.

Students translate  a reading passage from the target language into their native language.

4.     Use words in Sentences

In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words.

5.     Fill in the blanks

Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as preposition or verbs with different tenses.

Posted in: English