TAILIEUCHUNG - Grammar for everyone part 3

Born and raised in extreme poverty, Neville Bonner said the turning point in his life was the advice he received at age 14 from his grandmother, who told him that if he learned to read and write, communicate well and treat other people with decency and courtesy, that it would take him a long way. | 4 GRAMMAR FOR EVERYONE David Crystal author of The Cambridge Encyclopaedia of the English Language wrote In the popular mind grammar has become difficult and distant removed from real life and practised chiefly by a race of shadowy people grammarians whose technical apparatus and terminology require a lengthy novitiate before it can be mastered . It is a shame because the fundamental point about grammar is so very important and so very simple. The final statement is the significant one. We need to show that grammar need not be dry or tedious but can be both fascinating and relevant. Some of you may have received no grammar instruction at all others may have been offered it in a random fashion eclipsing its true function. Grammar provides a whole cohesive system concerning the formation and transmission of language. The question is how do we pass on this knowledge Firstly we need to understand it ourselves and even better develop that passion and enthusiasm in our students. I trip verb over the rug noun and then you say I m clumsy adjective GRAMMAR - BACKGROUND AND HISTORY 5 What is grammar We all use grammar from the time that we can speak in intelligible sentences because grammar deals with the abstract system of rules in terms of which a person s mastery of his native language can be explained. 1 We assume that it all happens naturally and are only confronted with the need to understand and define how English works when we learn another language or attempt to teach English to others. So how might we define grammar The simplest and perhaps the truest definition is a language to talk about language . Just as one cannot explain how a motor engine functions or is failing to function without naming words for its parts and their specific actions so it is impossible to explore the function of words and the part they play in forming meaningful language without a naming procedure. It is impossible for example to offer a meaningful explanation for why we say did it well .

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