| The teaching of formal grammar is an issue on which educators are fiercely divided.
To a large extent, the ability to learn grammar is hardwired into the human mind. The young child learns the grammar of the language being spoken to him, but if a standard dialect is not spoken at home, the child must learn it at school. The notion that the teaching of grammar is “irrelevant,” that it can be “picked up along the way,” is, to say the least, misguided. The teaching of grammar need not be the ordeal people over a certain age remember it as being. The way grammar is taught–when it is taught–makes it seem as if the points and concepts to be learned are endless, but they aren’t. English textbook series make it seem endless by rehashing the same concepts year after year. A better approach would be to teach a few concepts year to year and drill them until the child masters them. It’s not unreasonable to expect children to learn the parts of speech and the parts of the sentence. They must know that much in order to be able to speak and write standard English. English speakers ignorant of their own grammar are at a huge disadvantage when they begin the study of a foreign language. . |
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Grammar |
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