ADVANCED ENGLISH GRAMMAR AND COMPOSITION WRITING CHHORN THAN (2025)

The Art and Practice of Grammar Writing

2014

for other reasons as well. The project of writing a grammar is substantially larger in scale than many other research projects. The grammar writer is called upon to have comprehensive knowledge of a language, from its phonetics to its discourse structure, coupled with socio-cultural knowledge. While pieces of a grammar are independent, components of the grammar intersect and interact with one another, requiring careful strategy and planning in how to go about writing. The grammar writer must thus put careful thought into how they will complete a project that has no logical end to it, how they will organize the grammar, and how they will relate the pieces of different parts of the grammar to one another. The scale is large, and there is no particular template for writing a grammar. Much depends on the language itself and on who the author anticipates will use the grammar. There are many complex decisions to make, making grammar writing an art. There is also much to balance: What topics must be covered and which are optional? What language is represented? What kind of depth is needed for each topic? How do the pieces fit together to create a whole? Even from this brief discussion, it is perhaps possible to see both the pleasure and the challenge that Valentine talks about. 4. CONTEXT IN WHICH DESCRIPTIVE GRAMMAR IS SITUATED. Grammar writing has probably always been a complex undertaking, but writing grammars today strikes us as perhaps even more challenging than it was in the past for several reasons. The most important change that has taken place is the recognition of the endangered state of so many languages of the world. This fact puts grammar-writing projects in a context different from the past and subjects the project to different sets of expectations and requirements. Many questions must be considered in writing a grammar that were not so important in the past. Who is the grammar written for? What kind of language should it represent? Can a single grammar serve all audiences? Coupled with language endangerment are the rapid changes in technology in the past twenty or so years. One can gather amounts of data that were unprecedented until just recently. The potential scope of a grammar, as discussed above, has always been vast, but the advancement of the technology pushes the horizon even further: it allows more questions to be asked and also allows for new types of analysis and new forms in which grammars can be presented. Thus, grammar writing in the present day has become more important, and at the same time, more complex and complicated. This is a very good time for us to reexamine the process and method of grammar writing. 5. WHY DO WE NEED YET ANOTHER BOOK ON GRAMMAR WRITING? There have been a few books on grammar writing published in recent years (Ameka, Dench, and Evans 2006; Payne and Weber 2007). One might ask why another book is necessary, given the recent attention to the writing of grammars. This book comes at the question of grammar writing in a somewhat different way than the other books. In particular, the focus of this

English Grammar Writing

Grammar writing constitutes the oldest continuous tradition of explicit language study in the history of western linguistics. We all think we know what a grammar is, but grammar is a label that has been used and abused in more ways than any other in linguistics. In the specific sense of a written presentation of the structuring principles of a language it has meant different things to different users at different times and in different places. The use of the name grammar for this type of text has come down to us from the Latin Ars Grammatica, a direct translation of the Greek τέκνη γραμματική, meaning 'skill in the use of letters'. The study of language has clearly come a long way since it amounted to little more than being able to read and write. Innumerable grammar books have passed through the hands of students and scholars alike in the course of the centuries, and grammar production has been as much of an industry for publishers and booksellers as it has for linguists.

An Introduction to English Grammar

Dialogue Books, 2022

This books provides an overview of the importance of understanding English grammar for language learners and teachers. It covers the basics of English grammar, including parts of speech, sentence structure, and grammar rules such as syntax, morphology, and punctuation. Additionally, it explores common grammar terms, such as subject-verb agreement, tense, aspect, voice, mood, case, and gender. The chapter emphasizes the importance of context and register in understanding and using grammar effectively. It highlights the benefits of mastering English grammar for language learners, including effective communication, confidence, academic and professional success, and for teachers, it enhances their teaching effectiveness. Key Words: English grammar, language learners, language teachers, parts of speech, sentence structure, grammar rules, syntax, morphology, punctuation, common grammar terms, effective communication, confidence, academic success, professional success, teaching effectiveness.

Grammar of Effective Composition in English

IJMRAP, 2023

Pedagogical regiments of grammar and accuracy of expression is perhaps, one of the most dreaded aspects of second language acquisition, especially through conscious learning. Learners of different ages generally react in the same manner to the negative reaction or the low grades from both audience and graders; and most learners also share the same inhibiting obsession with 'correctness' or grammaticality of expression. Obviously, the teaching methodology of most English Language Teaching (ELT) professionals heightens the learners' dread of grammar, rather than mitigate it. This paper approaches grammar from the perspective of a make-up kit that beautifies our writing; not a set of dreadful rules you dare not break! This work briefly demonstrates salient aspects of grammar that enhance clarity of expression and relate these to effective composition and concludes that students who painstakingly negotiate the nexus of grammar and effective composition would in the main, succeed in their writing exercises.

LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION

Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching method reflect the developme how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholi relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English la syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, En linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. A. INTRODUCTION As for the sake of communication, more people think that language is not more than only the tool of expressing ideas, stating the emotion and the like. No matter what words are used and how they are used, as long as they can catch the message, and understand it, that is enough. While others view how a language arranged in form of words, phrases, clauses, sentences, and even paragraphs. They pay attention to the system of language, how a language works. This second view regards language as a science, which is particularly called linguistics. From the development of language study, these two sides appear in language teaching. Abstract Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the uistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic Key words/phrases: linguistics, English, language instruction, linguistic competence As for the sake of communication, more people think that language is not more tool of expressing ideas, stating the emotion and the like. No matter what words are used and how they are used, as long as they can catch the message, and understand it, that is enough. While others view how a language arranged in form of clauses, sentences, and even paragraphs. They pay attention to the system of language, how a language works. This second view regards language as a science, which is particularly called linguistics. From the development of language ppear in language teaching. Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning nt of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the nguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the uistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional nguage learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in glish instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic Key words/phrases: linguistics, English, language instruction, linguistic As for the sake of communication, more people think that language is not more tool of expressing ideas, stating the emotion and the like. No matter what words are used and how they are used, as long as they can catch the message, and understand it, that is enough. While others view how a language arranged in form of clauses, sentences, and even paragraphs. They pay attention to the system of language, how a language works. This second view regards language as a science, which is particularly called linguistics. From the development of language

Review of Writing essays in English language and linguistics

The Essentialities of the English Grammar

International Journal for Research in Applied Science & Engineering Technology, 2020

The word ‘Grammar’ is obtained from Greek word grammatike (techne) ‘art of letters’ which refers ‘philology and literature. Perhaps it is obtained from Greek word ‘gramma’ which means ‘letter’, Latin word ‘grammatica’ which means ‘grammar’, ‘philology’ and Old French word ‘gramaire’ which means’ ‘grammar’; ‘learning’. According to linguistics grammar is the set of structural rules which effects the construction of sentences , clauses, phrases in any particular language. Grammar is like a glamour for the language because without perfect usage of grammar the language does not give its complete sense. It is the systematic study and representation of a language. Grammar, that helps to comprehend the usage of words and their elements combine to form a structured sentences with a good sense. Grammar is most important to learn any language because it is the sound structure and meaningful system of a language. One who is good at grammar can make senseful sentence constructions. Therefore, the role of grammar plays a key role in learning and using a language. But in modern language learners or users not bothering about grammatical mistakes or usage errors in their language while communicating, writing or drafting letters om day to day life. Many may speak in English language, but a few are perfect at usage of language and maintaining both accuracy and fluency when they speak. The present paper deals with the problems faced by many professionals and corporates committing errors in language usage.

Cambridge Grammar of English: A Comprehensive Guide

Korea TESOL Journal, 9(1), 2006

Grammar at your fingertipsthe dream of everyone associated with language learning. This is literally what Carter and McCarthy provide with Cambridge Grammar of English (CGE)a comprehensive guide to the grammar and usage of both spoken and written English. Recent developments in computational techniques have made possible easier analysis of large amounts of linguistic data. Through such an analysis, CGE is quite comprehensive in detailing the types of structures comprising the English language. Whereas Quirk, Greenbaum, Leech, and Svartvick (1985) provided a traditional description of written grammar, and Huddleson and Pullum (2002) provide a comprehensive description that is heavily influenced by generative grammar, neither details those structures of spoken English not common to the written form. Biber, present frequencies for spoken English as well as various written forms, but their account is not as equally weighted or as comprehensive for both written and spoken grammar as is CGE. With CGE, we are presented with a more balanced description of the English language as it is used in contemporary times. Along with the explicit description of its written form, a large corpus is drawn upon to complement this with the spoken forms that are in use.

Literary Herald New Techniques for Teaching English Grammar

There can be debate whether the teaching of English grammar is essential to learn the English language or not, but there is no scope for disagreement in the fact that the knowledge of English grammar, intuitively or explicitly, is essential to enable a person to use it. In spite of teaching grammar for about a decade during school education majority of people have been making mistakes in using the English language correctly. Therefore it is desirable to ask if the contents, the teaching materials, teaching methodologies adopted, and the techniques used by teachers to teach English grammar are appropriate. The major causes for it must be identified, and steps must be taken accordingly to address the problems. The present paper is an attempt to show that in addition to teachers training it is also necessary to accept and introduce some of the new techniques of teaching English grammar so that it may provide a strong foundation to use other skills efficiently. English grammar teaching ...

Writing in English: A Guide for Advanced Learners