Scholastic Grammar in College English Teaching

Yanghua Peng

doi:10.5539/ijel.v7n4p191

Abstract

The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.

Highlights

1.1 Introduce the ProblemIt is traditionally considered that grammar is school grammar, which prescribes rules of “correctness”
Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself
This article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching

Summary

Introduction

1.1 Introduce the ProblemIt is traditionally considered that grammar is school grammar, which prescribes rules of “correctness”. There have been, theorists and teachers pointing out that school grammar is fundamental in English language teaching. The exclusion of attention to scholastic grammar is never a necessary part of foreign language teaching. Scholastic grammar differs from traditional grammar in that it is human approach to grammar. Does it explain what the usage is and most important is that why it will be used like that and the nice effect of such usage. In other words, it will make learner quite clear about what, why and how. There is much more to do in learning a language than just acquiring the grammatical rules as the traditional grammarians do in the past

Methods

Discussion

Conclusion