Introduction to Linguistics
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Added on 2020-11-12
Introduction to Linguistics
Added on 2020-11-12
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INTRODUCTIONIn linguistics, syntax is defined as set of regulations, values and processes which managessentence structure and also contains word order. It is the way which comprises of linguisticelements like words are combined collectively to form constituents like clauses or phrases. Thisessay is based on article “Explicit Grammar Instruction for EFL Writing and Editing: AnExploratory Study at a Korean University” which is written by Grace H. Wang and Seok-DongWang in 2014. Rationale behind this scrutiny is to investigate effects of explicit grammarinstruction on perceptions of students both in written and editing skills. This article is based onfact that when instructions are given by using workbooks then it leads to affirmative results inwriting pedagogy in foreign language. High accuracy is needed at sentential level which ingrammar of sentence. As per Wang, it becomes difficult for teachers to focus on grammar part,for this most students of South Korea has opted to study laboriously by which they can writetheir university entrance exams. For this students needs to have adequate knowledge of Englishgrammar. Purpose of this article was to acknowledge gap in literature by addressing perceptionsof Korean learners related with influence of explicit grammar instruction on editing and writingabilities of student.Different researchers have given their own suggestions in this context. As per Franke(Franke, 1984, cited in Richards & Rodgers, 2001), it was evaluated that they called forsubstitute in which there was direct use of foreign language rather than addressing grammarrules. Students will form rules by themselves as per their understanding. In mid-20th centuryexistence of English grammar was being questioned due to disenchantment of language teachersin linguistics and only one component was seen for communicative competency. As per otherresearchers, it is found that synthetic languages were able to identify grammar of foreignlanguages, this lead to separation of implicit and explicit learning. Grammar in L2 is focusing oninstructions of grammar with respect to corrections and error feedback. As per different studies,it was founded that improvement was seen in vocabulary and grammar in writing of studentswho have enrolled for pre-university intensive program. From this it has been observed that roleof explicit grammar instruction in pedagogy is derived from English (L1).
Instructions related with formal grammar has hardly any impact on quality ofcomposition of student and thereby do not improve writing. In L1 writing, focus withinclassroom was not on end product but on process by which the paper came. Commission hasreintroduced grammar within curriculum of school thereby eliminating or reducing writingabilities. As per different reviews, it was analyzed that there was no influence of teaching syntaxto 5-16 year old kid. In 2006 research was carried by Andrews which presented that there waslack in scientific rigor which do not provided clear insight. From this it was found that explicitgrammar has affirmative impact on L1 writing abilities. To understand this, fifteen students were taken who have enrolled for intermediatefreshman English. In this, students finished pre-intervention writing assignment, intervention andpost-intervention. Students were allowed to ask questions before they were given writtenassignments, then they were guided to carry out self revision and peer revision process, againthey were given opportunity to raise questions before another assignment. Afetr completion ofassignment they were asked to give their online survey with respect to their learning experience.They were provided with intervention which contained workbooks which they (students) have toread and they were followed by quiz. This was done to analyze whether they have read thoseworkbooks. After this survey was carried out by Google to evaluate performance of students andrating was given on basis of 4 different parameters, they were great improvement, goodimprovement, slight improvement and no difference. In this both assignments were taken intoconsideration. This also comprises of questions in order to identify perceptions of students withrespect to difference they have felt in their writing abilities. Perception of individuals was takeninto account with respect to their writing abilities and editing abilities. Moreover, Likert Scale isused to formulate subjective judgments. This was done to get insight into overall perception ofstudent related with their written and editing abilities.By applying above mentioned methodologies, it was observed that there wasimprovement in writing abilities but in context of sentence structure there was no improvement.These perceptions varied from student to student as everyone have their own understanding andability to acknowledge things. Some students attained confidence to write English while some donot.
Summary: As per article, it has been founded that semi-contextualized, non-embedded explicitgrammar instructions in form of grammar workbooks has led to improvise writing and editingskills of students. This led to acknowledgment of issues related with grammar while writing. Ifgrammar instructions are not related with writing instructions then there was not growth inwriting skills of individual. Limitation of embedded grammar is that it completely depends onlinguistic knowledge of teacher. If teacher do not possess effective knowledge about grammarthen instructions given by them will not be clear and effective. As per students process ofintervention was boring rather than this it was challenging and difficult. This means thatinstructions related with explicit grammar can be given in written form. This study evaluatedimpact of explicit grammar instructions on Korean students with respect to their perception abouttheir editing and writing skills. Intermediate level program was conducted for 15 students andgrammar instructions were given in workbooks, which were read by students for some time.They were also given assignments to complete at home and this was done for some weeks. Otherthan questions and space to answer there were no other guidelines or rules for addressing them.Outcome of survey was affirmative that means that students perceived that their both written andediting skills have been improvised. This means that grammar can also be learnt by workbooks.This signifies that there is confirmatory impact on writing and editing capabilities of students andalso these instructions can be given by usage of workbooks through which effectual impact onforeign languages writing pedagogy can be created.Phonetics is ascertained to be an important element which is a significant part of Englishteaching and contributes towards the enrichment of students in a manner that they can developeffective learning skills and build their professional as well as academic career. In the article, aresearch is conducted upon the English grammar which is a wide subject. There are certain goodthings that are found within this article while some aspects are comparatively lesser positive. Aresearch was conducted within this research article where results were derived by way ofcarrying out a survey. In the survey, it was noticed that out of the 15 participants, all participantsappeared to have perceived some impact of the intervention on the improvement of their ownwriting abilities. All but one participant noticed an impact on their partners' abilities. The resultswere less unequivocal for perception of impact on editing abilities. Of the 15 participants, 11seem to have noticed an impact on the improvement of their editing abilities, and 10 noticed animpact on their partner's editing abilities.
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