Grammar Assessment Item 1

  Personal Opinion on Universal Grammar and Functional Grammar Theories Berry (2021, p. 19) defines grammar as, "the system of rules that enables users of a language to relate linguistic form to meaning." In analysing the validity of the two theories of  grammar and their application to language learning, I have come to the following conclusions. I believe that language learning is not a one-size-fits-all notion. Each learner is an individual, with different experiences and backgrounds, needs, personalities, cultural and social values, genders and learning styles. These factors influence how an individual learns. I believe that the inevitable ongoing changing nature of society and culture, alters and creates potential complexities in language learning and teaching.  I will discuss how the two theories, Universal Grammar and Functional Grammar, can be used in second language learning. One potential issue that is created in the area of language learning are p ersonal pronou...

  Functional Grammar in Practice The following description shows the ways Functional Grammar can be used in the language learning classroom. When using Functional Grammar, a teaching learning cycle can be used including scaffolding for students when teaching texts. The cycle scaffolds and supports learning. As Burns (in Hinkel, 2016, p. 97) explains, “texts are explored in terms of their social and cultural, as well as their functional and linguistic, purposes." Figure 5.2 Hinkel (2016, p. 98) .  As can be seen from the diagram, the cycle includes four interrelated phases to increase knowledge. Firstly, building knowledge of the field, the cultural knowledge. The second step involves modelling of the text. The teacher shows sample texts of the target genre. Thirdly, joint construction of text where the teacher and student work together to create a text. Finally, independent construction of the text where the learner can independently construct the text. The steps in this model...

 Introducing Functional Grammar Burns (in Hinkel, 2016, p.84) stated, that research has shown “conclusively that the teaching of grammar has a positive effect on language development." The issue is, which method, or combination of methods of teaching grammar, is the most effective for English language acquisition. There was a move away from the Universal Grammar method of language teaching in the 1960’s, towards a way of teaching grammar that recognised that teaching communicative skills and as Burns (in Hinkel, 2016, p. 87) notes, the "functional uses of authentic language", which is fundamental to effective language learning. This method of language teaching incorporated the learner’s individual needs, their interests, and acknowledged a learner's individual backgrounds. The purpose for learning was also vital. This method is a functional rather that a formal way of teaching grammar. It looks at how language is used in different social and cultural areas. T...

  Positive Aspects of Universal Grammar Theory Despite the issues with UG theory and its application to language learning, there are some areas of language teaching that the theory can be given credence. There are nouns or words for things and there are verbs, or action words that are in all languages. This could be said to suggest innate language ability and universal grammar. Furthermore, every language identifies gender and uses past and present tense. All languages ask questions and use negatives such as "don't". Children need to follow these rules about grammar, to learn their language. Furthermore, all children acquire language through the same stages, although at different rates.  Chompsky’s UG theory is perhaps best credited for explaining how children acquire languages and mother tongue learning.  In the next blog post, another theory of grammar, Functional Grammar will be viewed.

  Universal Grammar in Practice According to the UG theory, g rammatical rules apply based on the structure of the language, not on the specific words. S entences or phrases can be created using clauses or phrases, within clauses or phrases.  For example,   “The dog, which was chased by the bull, hurriedly jumped over the fence.” According to UG, sentences have a typical word order (SVO, subject, verb, object). For example, “The dog ate the bone” and “The boy slept on the bed." In UG theory, sentences are created using verb phrases, noun phrases, adjective phrases and prepositional phrases and this phrase structure is the same for all languages. For example, “The happy boy jumped on the couch." Different phrase structures work together, such as a noun phrase “The happy boy” and prepositional phrase “on the couch." In UG theory, in English, subjects and verbs are, either both plural or singular. For example in the sentence, “The girls are eating lunch”…the ’girls’...

  Acquiring a Second Language and Universal Grammar The issue of learning a second language and the role of UG theory, will be viewed in more detail. The following discussion shows a possible place for some aspects of UG to the teaching of  a second language.  Rankin (in Whong et al., 2013), discusses verb-movement studies which look at the extent of transfer of L1 grammar and the role of UG in the development of interlanguage grammars. According to Rankin (in Whong, et al., 2013), verb movement is a parameter of UG and languages differ in whether they have verb movement of main thematic verbs and in  the distance they move. Table 4.1 Rankin (in Whong et al., 2013, p. 59) This table shows lexical verb placement in English, French and German. In English sentences such as “I often read novels” the “I” does not force movement of the verb ‘read’ (Rankin, in Whong et al., p.59), the tense is a lower feature than the verb. In German the verb is placed higher in the sentenc...

 Controversy Surrounding Universal Grammar Theory Although Universal Grammar Theory provided a sound foundation for the structure of grammar teaching and showed how children acquired language, there are issues with the application of the theory. Chomsky (2014), recognised that his theory was difficult to apply to actual grammar teaching. The main objections to UG and its application to language learning were firstly, the diversity in languages and language development around the world. How would the brain recognise the different grammar patterns in the many languages?   As  Hinzen (2013, p. 4) states, a universal grammar is controversial due to the “diversity among the world’s languages in their external appearances." Secondly, languages are always changing, due to cultural and society needs, so how can it be universal? Thirdly, people learn languages at different rates due to many factors, gender differences, background knowledge, cultural, religious and individ...

  An Introduction to Universal Grammar Chomsky (1986, in Debrowska, 2015, p. 2), believed that “universal Grammar is the system of categories, mechanisms and constraints shared by all human languages and considered to be innate." As Debrowska (2015) notes, these include formal universals, such as principles and parameters and substantive universals. The theory of Universal Grammar (UG), is controversial due to the diversity of languages that exist across the globe. The theory was proposed   by Chomsky (in Debrowska, 2015) and advocates that language learning is an innate ability and biologically determined. According to this theory, if a child is in a regular environment, they will acquire language and syntactic rules, such as nouns and verbs, in a set order.  According to Chomsky (2006), children’s brains contain the Language Acquisition Device (LAD).  Children have the grammatical rules for gaining language. It is for this reason, according to UG, tha t a chil...

  Introduction Task Description This assessment task requires you to prepare a reflexive literature review. You will examine and discuss two English grammar theories including their implications for second language teaching and learning. Your literature review should cover the following essential components. Introducing the mainstream grammar theories Justifying your selection of the two grammar theories Summarising their key construct, concepts, and metalanguage Appraising their relevance to language learning and teaching Making a personal statement to clarify your position in relation to the two grammar theories and your (existing or desired) English language teaching context You can add other components where appropriate. You are also encouraged to investigate grammar theories beyond those covered in the Study Guide . In this blog I am writing a reflexive literature review on two English grammar theories. The first theory I will be ...