English Grammar Rules: Exploring Language Acquisition and Application

This assignment delves into the significance of English grammar rules in language acquisition and effective communication. It explores the practical application of grammar in various contexts, from everyday conversations to academic settings. The assignment highlights the importance of understanding grammar for fluent English usage, emphasizing that while basic grammar might suffice for simple tasks, a deeper understanding is crucial for more complex interactions. The author references theories by Paul Sulzeberger to show how exposure to language shapes learning and discusses the role of teachers in facilitating grammar learning through various methods, including listening exercises and engaging activities. The conclusion emphasizes the goal of enabling students to use English accurately and meaningfully. This assignment is a valuable resource for students looking to improve their understanding of English grammar and its practical applications.

Rules

INTRODUCTION
If human being wants to be a leader in their life then they certainly need to
follow certain rules and inhabit those rules in the daily routine. If they do not take
their life and work seriously and don't want deeply to be attached with someone then
they can follow minimum rules only. As life is all about rules everywhere we are
required to follow them, whether at home, in school or on job.
English grammar is also a language which is based on rules and if learner does
not want to know grammar in depth then it is of no use (Celce-Murcia, 1999).
Occasionally only the learner wants to learn grammar as it is not used on a daily basis
like if buying goods, learners don't need to know grammar in depth. However, if
learners are in any kind of meeting or conference or they are discussing some
philosophic knowledge then at that time they need to know how to speak fluent
English without grammatical error.
In the staring of the English grammar class teachers should make sure and ask
students the question about where would they use English grammar the most. Like
surely when students are travelling they would not use grammar and while giving a
high- level English exam they would use it.
According to Paul Sulzeberger theory, professor of Victoria University in New
Zealand “our ability to learn new words is directly related to how often we have been
exposed to particular combinations of sounds which make up words”. He also
mentions that if humans just listen some new language then they make certain
structures in their brain which require them to learn new words. There is a nervous
tissue in humans which is connected to brain and spinal cord which is required to
learn and automatically develop some exposure to the language and this is same as
babies learn their first language.
Like in childhood days of author, his parents have taught him grammar for
Korean language. Parents just speak in front of author so that he could hear repeating
sound and then author could speak same words and express just like the parents did it.
The grammar learning is not very important if learners want to learn English only for
travelling purpose or to buy any goods from market. For communicating ELT teachers
can help students by working on their listening and repeating exercises to make them
1

understand grammar (David, 2003). However, when the teachers are trying to explain
grammar to students whether by some game trick or by playing some films according
to the need then the grammar teaching will cover key areas of ELT.
In conclusion, English teachers should help the students to be able to use
English accurately, meaningfully and appropriately The teachers are simply trying to
achieve some structural aspects of English and then would be able to produce the
structural grammar of their own.
2

REFERENCES
Books and journals
Celce-Murcia, M. (1999) ‘The grammar book’, USA. Heinle & Heinle Publishers
David C. (2003) ‘The Cambridge Encyclopedia of the English Language’. Cambridge,
Cambridge university press.
3