Use of Corpora and Grammar
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Added on 2020-04-29
Use of Corpora and Grammar
Added on 2020-04-29
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Running head: GRAMMARGrammar Name of the Student Name of the University Author note
1GRAMMARPart 1:Use of CorporaIn teaching grammar, the teachers tend to be more concerned regarding the negativeattributes within the students for grammar, as most of the students find grammar learningboring and difficult. In the Srilankan school system, the module for grammar has improvedwith the course of time and in the recent times it contains more substantial constituents usingthe peer discussion and more activities regarding problem solving. Furthermore, students alsohave issues regarding the application of grammatical rules while writing English, eventhough they have studied the subject for several years in schools. However, it should also benoted that there are several areas in the grammar that are mostly problematic specially theusage of articles and agreement between subject and verb (Leńko-Szymańska, 2014). In suchsituations the teachers use the language corpora in English grammar teaching. The corporaare huge collection of genuine texts that have been gathered after years of research. Thereforethe teachers tend to use corpora in the grammar teaching as they can use this as a powerfultool for teaching grammar to students. Despite the consequences of the plan of students withthe English language in future, the students have always benefitted with the usage of corpusin their learning. For instance, the corpora can be used for checking the problems in the usageof English language while writing any text, for proofreading and translating any otherlanguage into English. Corpora have already been used in the English language teachingpurpose for a long time. As indicated by Leńko-Szymańska (2014) there are few empiricalstudies that have evaluated the usage of corpora for both teaching and learning. Howevermost of these studies have involved small groups of students while using the corpora. Thelexical searches have also been proved to be the easiest ones that have been done with the
2GRAMMARcorpora. It has also been found out that the corpus have been used mostly within theclassroom, not outside the classroom. Use of the three dimensional grammar frameworksForeign language teachers always struggle in maintaining the balance between thecommunication and grammar instruction. Considering the grammar usage in terms of thegrammar formation and teaching of the grammar and the teaching of other linguistic rules, itcan be said that it is deep rooted concept between the educator and learner (Halliday &Matthiessen, 2013). There are three dimensions of meaning, form and use within thegrammar teaching. This article will discuss these three dimensional grammar frameworks. The dimension of form refers to the way that the grammar structure is assembled andorganized within a discourse or text. There are several inbuilt disciplines within thisdimension such as morphology, phonology, syntax and graphology that play as a major factorin the learning and teaching of any language form (Purpura, 2013). The dimension of formmostly focuses on identifying the grammar structure such as the auxiliary verb or differentforms of the main verb. The dimension of meaning is associated with the meaning of a specific structure ofgrammar and what it conveys. As stated by Kucer (2014) the most natural component of thedimension of meaning is the derivational morphemes, worlds, lexical strings and multiwordnotions. The meaning can be of two kinds, grammatical and lexical. The grammaticalstructure is mostly focused on placing the receiver of the action. The dimension of use is associated with why and when the speakers of Englishlanguage decide the usage of grammar structures over any other structure which can alsoconvey the similar meaning (Bygate, Skehan & Swain, 2013). It pursues the same andrelevant components, discourse patterns and social functions. The structure is also used when
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