scholars to be seen as dealers in witchcraft and consequently eyed
with suspicion. The word ‘glamour’, meaning a deceptive charm,
derived from the same source. However,
in modern usage this
word has lost much of its detrimental connotation.
Of course, no one invented grammar – it was there all along,
an intrinsic part of the first meaningful speech uttered by human
beings and, likewise, of their first meaningful writings. But at
some point, interested scholars were inspired to make a study of
it and its systems, both for their own better understanding and to
enhance the language skills of their students – the same aim that
we, as teachers, have today.
The study of grammar is believed to have its origins in both
India and Greece. In India it was for the study of recited forms of
Sanskrit, and in Greece for the study of written language. It is the
latter that provides the source of our own studies.
Grammar and literacy are intrinsically bound. One of the first
to formulate a system
of grammar was Dionysus Thrax, from
Alexandria. His ‘The Art of Letters’ required students to first learn
their letters in strict order (just as we do with our alphabet), then
proceed to letter combinations, forming syllables in increasing
length, from simple to complex word forms. Thrax’s grammar,
which he defined as ‘technical knowledge of the language of poets
and writers’, established a model for the teaching of all European
languages.
Through the following centuries,
various scholars have set
their own mark on the development of grammatical thought.
Philosophers such as Aristotle and Socrates realised the impor-
tance of grammar for all forms of language expression, particularly
public speaking (rhetoric) and debate. A Roman, Marcus Varre,
produced 25 volumes on the subject, translating the Greek and
then applying the grammar to Latin. Interest then spread around
the world, with grammarians of other
countries comparing the
features of their languages with those of Latin.
The best-known early English grammarian was Ben Jonson,
who also based his work on Latin. He made a particular study
6
GrAMMAr for eVerYone
of punctuation for which he had his own rather heavy versions
adhering to the theory that one should punctuate as one wishes
one’s work to be read or orally delivered, as well as to determine
meaning in a logical way.
Then the 1760s ‘witnessed a striking outburst of interest in
English Grammar’
2
and among the best-known grammars was that
of Robert Lowth, a clergyman and later Bishop of London. Lowth
sought to remedy the dearth of simple grammar textbooks, but he
earned criticism for judging the language as well as describing it.
His pedantic approach led to such oft-quoted prescriptions as the
inappropriateness of ending a sentence with a preposition.
Lowth’s work was followed by others, giving rise to the form-
ulation of basic grammar principles and agreement on some points
of usage. The principle of the supremacy of usage, which is still
supported today, was established by Joseph Priestley, who stated:
‘It must be allowed that the custom of speaking is the original and
only just standard of any language.’
3
In 1898, Nesfield
and Wood co-authored the
Manual of
English Grammar and Composition
which ran concurrently with
Nesfield’s 1900 text
An Outline Of English Grammar
. Certainly
these would appear dull and tedious to most modern students, but
they do, nevertheless, provide excellent detailed explanations for
those of more linguistic bent.
2 Baugh, Albert C, & Cable, Thomas 1987,
A history of the English language
,
Routledge & Kegan Paul, London.
3 ibid.
7
GrAMMAr – bAckGround And historY
Teaching
strategies
for the contemporary
classroom
Definitions and explanations
We know it – can we explain it? Because we know something, it
does not follow that we can explain it to others – especially to
a child who may learn in quite a different way from you – his
teacher. For example, take the concept of a syllable. Most of us
have some understanding of what a syllable is, but when asked
to show how one would explain it to students you might get
something like this:
‘It’s part of a word.’
But so is a letter!
‘It’s when you break it up …’
Similarly for a letter. ‘Try again,’ you say.
‘It’s got a vowel in it.’
Better, but so has any word!
Eventually you put it all together to give an accurate definition:
a unit of speech (consisting of) a word, or part of a word, containing
one sounded vowel. Or for adult students: a segment of speech,
uttered with one emission of breath (the breath is emitted with the
sounding of the vowel).
…
8
So, to teach about syllables we need first to be sure that we
understand what they are ourselves;
then we need to put that
information across in the best way to suit the age and stage of
the students. This will require a full explanation of the definition,
which can be done with practical demonstrations such as clapping,
or feeling when the jaw drops for the utterance of the vowel.
Rule 1:
Dostları ilə paylaş: