Teach English in Dongsheng Zhen - Jingzhou Shi

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Grammar has for all time been vital to teaching a foreign language. It was even tantamount with teaching a foreign language. However for some time after the increase of communicative language teaching the grouping of grammar in the curriculum was fairly vague. Some linguists declared that it was not essential to teach grammar, that it would expand robotically. Nowadays it is widely established that grammar is a vital resource in with language communicatively. The aim of teaching grammar is to educate grammar forms and structures in relative to sense and exercise for the detailed communication tasks. Without the information of grammar learners can’t recognize the gist of a sentence. For instance without the details of the “complex object” the learners can’t know the sentence: We saw him book a ticket without grammar learners are not capable to recognize a speaking, a listening text, reading and writing in the foreign language. When focusing on a grammar formation the educator considers the following: 1. outline – spell; part of speech; articulation; regular/ irregular; word sort; 2. significance - it is vital to explain the literal sense and the purpose for illustration, the past simple tense can be used to converse about the past: Last year I was in London and to ask a question courteously What was it you required? 3. apply- how and when the structure is properly used; in what contexts, by which group, on which occasions? For example, compare Would you like to come to the movies on Saturday? (an invite) and Would you come with me?( an order). Grammatical regulations, pronunciation, spelling and vocabulary, are codes, and like several codes, for efficient communication to transpire, speakers and listeners, readers and writers, need to toil with the identical codes. When a writer uses one code, and a reader tries to use a different code to seize what is written, the reader might not recognize, and the use in communication will not pass, or moderately fail. This happens every time, when readers try to know a message in a language that they do not master; since they don't entirely share the identical code, communication is at best incomplete, at worst ambiguous or impossible. Even if there are ample of occasions where, with a bit of reasonable thinking, readers or listeners can make a rational guess and imagine properly what the speaker or writer is trying to say, this is not always the case. All in all we cannot contradict the magnitude of grammar in communication. Nevertheless, today there are still some troubles facing grammar use. As the world becomes more technologically liable, good grammar seems to go to the sideway. People, used to taking shortcuts with the help of original technology, also take shortcuts with grammar”. Nowadays, some people appear to get used to the fast and modern life. Everything should be brief and undersized. With the expansion of social system and technology, people become grammatically lazier. When texting, using Facebook, Myspace or Twitter, they tend to use sentences that are as easy as possible. Moreover, they also use fragments of sentences. For them, grammar is redundant as long as what they say is understandable. Nevertheless, this often causes misinterpretation among readers Therefore, to conquer this problem, teaching grammar should be paid more attention in classrooms.