Grammar Approahes

Amsterdam studies in the theory and history of linguistic science, 1975

2011

In Universal Grammar, syntax is explained through X-bar theory. X-bar theory is the component of Universal Grammar which specifies the hierarchical structure of the heads of phrases, their specifiers and complements. Investigating the availability of this component in adults learning a second language can provide a better insight into the process of second language learning. This study attempted to find out if the X-bar theory is accessible to Malay speaking adults learning English as a second language and to investigate the possible developmental stages of syntactic knowledge, with regards to Malay adult second language learners writing in English. The data show that the learners can apply the word-order parameter and the null-subject parameter in their spontaneous writing at earlier stages. This implies the availability of the VP-related nodes of the X-bar tree at the first stage of learning grammar. The IP-related agreement parameter and the CP-related auxiliary movement emerge later as the learners become more and more proficient in the second language.

2013

The present paper investigates the impact of using the studentsmother tongue, the Arabic language (L1), on enhancing achievement and learning of the English language (L2) grammar. It also seeks to find out whether the use of L1 in teaching the grammar of L2 affects the studentslearning outcome. Twenty six male students of the English Language Program at Buraydah Community College, Qassim University participated in this study. They were divided into two groups; the experimental group studied in L1 teaching context and the control group studied in L2 teaching context. The grammar lesson, "the passive and the active voice" was chosen as the grammar topic. Data was obtained through pre-post tests, and students and teachers feedback. The statistical analysis and the comparisons of the scores of the two groups show that the use of L1 in teaching L2 grammar does not benefit the students since the scores of the control group members (who were taught in L2) are higher than those ac...

Language is a human attribution which allows communication among us. However, how language is acquired is a mystery which several theories have tried to decipher. Noam Chomsky proposed the theory of Universal Grammar which produced a remarkable impact in the study of language acquisition both L1 and L2. The influence has reached other fields such as psychology and computer parsing of language. (Cook & Newson, 2007:1). This essay supports the idea the UG has a major influence in second language acquisition based on the evidence some researchers have found considering that research conducted on UG is more accurate than other kinds of SLA investigation (Krashen, 2009: 260). Nevertheless, this does not mean that UG is the only factor which is involved in second language acquisition but the most significant.

This essay discusses three major questions the first of which is the place of grammar in language teaching. The writer believes that the teacher of language chooses whether to teach a grammar point or not according to the age of the learners and states that young learners need fun and never tolerate the grammar rules. On the contrary, it is believed that adult learners not only are tolerant of grammar but also need it for their professions. On the other hand, some grammar points are so basic that students need to know them or they may make mistakes that impede communication so the teacher cannot be avoid them. Finally, lack of enough exposure to language in some countries is mentioned as another reason for teaching grammar. The second question is the importance of the knowledge of grammar the teacher of English has to possess for which the paper states two reasons. The first reason is that most students expect the teacher to know all the grammatical details so it is vital for the teacher to possess them. The second is the fact that teachers’ knowledge should remain up-to-date so that they can meet the students’ needs. The third question that the essay answers is the importance of the teacher’s knowledge of the students’ grammar which is viewed vital in order to diagnose the students’ problems more easily.

International Journal of English Linguistics, 2012

In this experimental study, the researcher examined the accessibility of Universal Grammar to adult Persian learners of English with respect to the Empty Category Principle and the Subjacency. These principles are not operative in Persian as it is a Wh-in situ language. A 5-point Likert scale acceptability judgment task, which included both grammatical and ungrammatical extractions, was given to a group of 35 advanced Iranian EFL learners. The control group consisted of 30 adult native speakers of English. Their responses provided the baseline against which we measured the performance of non-native speakers.

Noam Chomsky claims that we know the grammatical principles of our languages in pretty much the same sense that we know ordinary things about the world (e.g. facts), a view about linguistic knowledge that I term "cognitivism". In much recent philosophy of linguistics (including that sympathetic to Chomsky's general approach to language), cognitivism has been rejected in favour of an account of grammatical competence as some or other form of mental mechanism, describable at various levels of abstraction ("non-cognitivism"). I argue for cognitivism and against non-cognitivism. First, I show that the distinction between competence and performance in current linguistics is as clearly made as ever it was, in spite of recent interest in linguistic processing modules. Second, I use these facts about the practice of theoretical linguistics to refute various proposals for a non-cognitivist construal of grammatical competence, and to support cognitivism by re ecting on the inapplicability of a multi-level account of linguistic competence. Cognitivism is then defended against several objections centring around the problems of rational integration and conceptualization of grammatical knowledge. Finally, the conception of competence argued for in relation to linguistics is placed in the larger context of cognitive science research and its implications for philosophy of mind.

Although many SLA syntax studies have used non-native speaker (NNS) grammaticality judgements, what underlies NNS grammaticality judgements has recently come under increasing scrutiny Some researchers (Ellis 1991, Goss et at 1994), using speak-aloud protocols and oral group work, have presented evidence that indicates NNSs use very different strategies in making decisions about the grammaticality of particular sentences than do native speakers <NSs) of the same language NNSs' use of strategies such as guessing, operationahzing learned rules, translation, and analogy calls into question whether or not their grammaticality judgements are a reliable indicator of their operational grammar However, heretofore oral protocol data have not been available for NS grammaticality judgements In this paper we report on an expenment comparing group oral protocols of native English-speaking subjects enrolled in a 4th semester college French course making grammaticality judgements in English and French Results indicate that the subjects do not necessanly use the same strategies in rendering grammaticality judgements in LI and L2, thereby casting doubt on theoretical claims based on data elicited through L2 grammaticality judgements at

Current views on the importance of mother tongue emphasize that it has a productive role in the teaching/ processes and if it supported in the educational settings, it would lead to awareness and explicit knowledge of mother tongue in which learners experience less difficulty in learning and understanding of different subjects. The present study reports an attempt to investigate the importance of awareness and explicit knowledge of mother tongue in learning English language grammar on Iranian EFL learners. This study was carried out in the teaching/learning context in (East Azerbaijan-Tabriz). The researcher did the investigation with 40 male and female intermediate EFL learners. A pilot study was conducted and a valid test was prepared to be applied as pre and post test before the study. The validity of this test was checked against CELT test. A proficiency test was administered to the participants to make sure of their homogeneity. Then, they were randomly assigned to control and experimental groups. Both groups were taught the same grammar structures. However, the focused grammar structures were taught to the experimental group both in English and their mother tongue. At the end of the course both groups were tested. The results of the independent sample t-test indicated that experimental group did significantly better than the control group. Thus the null hypotheses were rejected and the research questions with positive answers were accepted. At the end of the teachings, a questionnaire including 20 questions was given to the students in the control group who had experienced mother tongue teaching to get their opinions about being taught in their mother tongue. The conclusion underlines the requirement of language awareness in mother tongue to cause a growth in better understanding, to facilitate and to improve teaching/learning situation.