A case study on the role of grammar in English second language acquisition

Suzana Samarxhiu (Gjata); Aida Kurani.

Лингвистика и перевод

A CASE STUDY ON THE ROLE OF GRAMMAR IN ENGLISH SECOND LANGUAGE ACQUISITION

Dr. Suzana Samarxhiu (Gjata)

The main aim of language is communication. The latter is a function of social and human interaction. One of the features that distinguish human beings from other beings is the ability to communicate at a structural level and through formal use of language. Language is not a simple objective reality, and therefore the study of language in any aspect or its components is seen as necessary. In one of the many aspects of language study, we mention its historical aspect, because the laws of language development can only be understood if they are studied in relation to the society, the history of the people, who are the creator and owner of this language. Given the view that language is the basic factor for the expression ofperception, feeling, thought and judgment, learning, its cultivation and development should be understood not only as a need or intercommunication tool, but also as an essential factor for the proper development of linguistic competence, personality, consciousness and cultural and social identity.

Language is realized through grammatical structures (morphology and syntax). The grammar of a language exists whether we notice it or not. Language is a set of rules as union of words in the sentence is not carried out through an arbitrary combination, but according to a regulatory system that has any language.

Our aim is to present students ’ views on the importance of grammar in second language acquisition. It is noted that the teaching of foreign languages in favor of the development of communication skills leads to a lack of students ’ knowledge on grammar.

Keywords: role of grammar, second language acquisition, students, teachers

1. Introduction

For most researchers grammar helps foreign language acquisition. But, it is not surprising that there are those researchers who argue the opposite. Prabhu (1987:78-86) for example, believes that the develop-

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ment of competencies depends on factors that develop students’ efforts to communicate in a foreign language and not systematization of linguistic structures.

Corder (1981:287), Newmark (1996:77-87), Terrel (1977:325-336) sustain Prabhu. They claim the study of grammar has negative impact on students. This view is defended even by Krashen (1982:435), who disputes on the explicit and implicit knowledge.

Explicit knowledge is obtained through submission of grammar rules by the teacher, whereas the implicit knowledge is obtained through various communication activities in the class.

Although Krashen (1985: 694) favors implicit method, he acknowledges the instructions given in advance about some linguistic structures rules, help the student in foreign language acquisition. Krashen states that students should have favorable conditions for the acquisition of language, so he proposes that:

1. The language used in the classroom should be understood;

2. Teaching should be complied with communicative activities, which are of interest and importance to foreign language acquisition by children;

3. There is no need to follow a certain program to teach grammar to the students;

4. Material assigned students to learn should be limited in quantity.

On the other side, Long (1983: 359-382) argues that Krashen’s theory is contradictory and difficult to maintain. Long did eleven studies and concluded that children and adults, who had learnt a foreign language through grammar rules, were more advanced than those who learnt it through communication activities.

Other studies which relate to the importance of grammar in language acquisition are those of Rubin (1975: 41-51), Reiss (1985: 511-523), Lennon (1989: 375-395), Widdowson (1990: 161) who argue that the student cannot take knowledge of the language system only through communication activities, because the speakers’ attention focuses on understanding. Nunan(1991:346) strongly supports the teaching of grammar. He says grammar exists to enable us to “understand”. Without grammar is impossible to communicate beyond a specified level. Ellis (1989: 305:328) claims that not few students fail to recognize some grammatical concepts. After an unfavorable period, the teaching of grammar is back nowadays at the for-

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eign language. This means that it is essential for anyone who leams a foreign language.

After examining ideas about the role of grammar in foreign language acquisition, we believe that grammar has an important role in this process. We support those scholars who think grammar exists to enable us to communicate. Without grammar is impossible to communicate beyond a beginner level. Learning grammar communication develops our skills in a particular language, which is not our mother tongue. For example, studying the morphology of a foreign language is very important for the development of the vocabulary. This process is important because, knowing the words of a certain language, we easily use it. This knowledge helps in distinguishing words and use them in a proper context. On the other hand, the syntax serves on the acquisition of new model construction. Sentences are not just unions of words, because words are related to each other through syntactic rules. In the sentence operate a set of grammar rules.

Starting from our own experience in teaching English as a second language acquisition, we claim that grammar helps students understand the mutual relations of the sentences in a text or a paragraph. Through grammar, students express their thoughts clearly and accurately, in spoken or written discourse.

1.1. Study

In order to have a clear point of view of student’s thoughts about the role of grammar in second language acquisition, we conducted a survey with them. This research highlights the importance of factors that affect the learning of grammar of a second language: the role of teachers, the role of students, approaches used in the teaching of grammar, learning the language for communicative purposes, etc.

1.1.1. Objectives

The main purpose of this study is to collect information, to reflect and highlight the students’ thoughts and attitudes on grammar. Collection of accurate obtained data will serve our mission to change the curriculum based on students’ requirements and expectations. The results will also help us to find the most effective methodological tools in learning the grammar of English as a second language.

1.1.2. Methodology

1.1.2.1 Participants

Four hundred (400) students participated in this survey. Participants were from different cities in Albania. Their mother tongue was

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Albanian and studied English as a second language at the same time. Students had different language levels, ranging from beginner level, intermediate level and advanced level.

1.1.2.2. Instrument

The instrument was a self reporting questionnaire, which the students had to fill in. The scale of measurement used was a Likert scale, which required the one participant to express his level of agreement on 5 levels, the number for each level was considered the value of the answer provided. The total score of the answers were found through simple sum. This instrument meets the criteria of internal validity and construction.

This instrument meets the criteria of internal validity and construction. It meets the criteria of internal validity, as it contains all the features of the factors that influence grammar acquisition in second language and meets the criteria of validity of construction, since the instrument is based on theory and clear conceptions of factors that affect grammar acquisition. The instrument also meets the criterion of internal consistency, after all test items measure the same concept.

Each of the participants involved in the study were given a questionnaire. The first part of the work had to do with the explanation of each of the questions. The second part of the work related to completing the questionnaire. Within the questionnaire was also included another questionnaire, which sought general information about the students such as age, their general knowledge of the language, their language skills on English language, knowledge of another language besides English. After completing this questionnaire, the students had to fill out the questionnaire that was related to the importance of grammar in the process of English language proficiency.

The first questionnaire contained four (4) test items. The second questionnaire contained twelve (12) test items, which require a response from the students. Students had to fill in this list of questions with answers ranging from the lowest rate in the highest degree evaluation.

Through these questions, we could test their views on issues related to: the function of grammar in second language learning, the usefulness of teachers’ explanations, the importance of practice in context, the role of grammar rules, the importance of grammar exercises, etc. After completing the questionnaire, we conducted a general discussion with the students about some of the issues contained in the questionnaire, which undoubtedly require further work and research.

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1.1.2.З. Data analysis

Table 1.a Answers of high school students

Nr. of students 200 Q1 (%) Q.2 (%) Q.3 (%) Q.4 (%) Q.5 (%) Q.6 (%) Q.7 (%) Q.8 (%) Q.9 (%) Q.10 (%) Q.11 (%) Q.12 (%)

Strongly agree 100 50 100 60 50 100 80 70 70 85 100 30

Agree - 30 - 20 40 - 20 30 30 15 - 20

Slightly agree - 15 - 20 10 - - - - 10 - 10

Dis- agree 40

I don’t know - 5

Table 1.b Answers of university students

Nr. of students 200 Q1 (%) Q.2 (%) Q.3 (%) Q.4 (%) Q.5 (%) Q.6 (%) Q.7 (%) Q.8 (%) Q.9 (%) Q.10 (%) Q.11 (%) Q.12 (%)

Strong- ly agree 100 60 100 90 80 100 100 85 90 100 70 10

Agree - 30 - 10 20 - - 15 20 - 20 20

Slight- ly agree - 10 10 10

Dis- agree 50

I don’t know - - - - - - - - - - - -

At the end of the study we came to the conclusion that the grammar is an important subject by students, although they admit that its acquisition is difficult. Students claim that grammar helps them to commu-

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nicate. They think that the acquisition of grammar must be combined with the practice of linguistic structures, because the exercises help in the acquisition of grammatical rules. Through questionnaire, the role of teachers emerges. The teacher plays a key role in the progress of the class. Students think of their grammatical errors’ correction is very important, and thus require the assistance of teachers for their correction.

1.2 Conclusion

This study served to create a connection between linguistic theory of general pedagogical grammar and teaching practice. It is important to pay attention to students’ attitudes and their viewpoints about a particular subject, as well as our practice of teaching, in order to make necessary changes in our programs to adapt the latter with expectations and needs of students.

Students pay great attention to the teaching of grammar, so they demand that grammatical rules be explained clearly by teachers. Grammar rules should be taught through various exercises in class. Involving students in such activities makes them feel more committed and responsible.

Studies and research with larger dimensions can be an important contribution to learning a foreign language. This questionnaire will serve to stimulate further discussion on the teaching of grammar. We believe that during the foreign language acquisition process, alongside other language knowledge, the grammatical knowledge has a very important role. The study of grammar helps students find and correct grammatical errors in language acquisition. The study of grammar and including in the teaching programs is very useful.

Conclusions about the practical importance that brings the teaching of grammar can be assessed only after considering how it is taught. Learning grammatical structures and word order plays an important role in the acquisition and improvement of language skills, especially in written language.

References

1. Corder, S. P. Error Analysis and Interlanguage. Oxford: Oxford University Press, 1981, p. 287.

2. Ellis, R. Classroom and Naturalistic Acquisition. SSLA, Vol. 11, 1989, p. 305-328

3. Krashen, S. Principles and Practice in Second Language Acquisition. Oxford: Oxford University Press, 1982, p. 435.

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4. Krashen, S. The Input Hypothesis: Issues and Implications. New York: Longman, 1985, p. 694.

5. Long, M. Does second language instruction make a difference? A Review of the Research. TESOL Quarterly 17: 1983, p. 359-382.

6. Newmark, L. How not to interfere in language learning. International Journal of American Linguistics. 32: 1996, p 77-87.

7. Pienemann, M. Psychological Constrains on the Teach ability of Languages. SSLA, 6 (2), 1984, p. 186-214.

8. Prabhu, S. Second Language Pedagogy. Oxford: Oxford University Press, 1987, f. 78-86.

9. Terrel, T. A natural approach to second language acquisition and learning. Modern Language Journal 61: 1977, p. 325-336

Appendix

The questionnaire

A. Questionnaire on participants’ general information

1. How old are you?

2. How long have you been studying English?

3. You English level is:

a. Beginner; b. Intermediate; c. Advance.

4. Do you speak another foreign language, apart from English? (If yes, mention it.)

B. Questionnaire on the role of grammar in English second language acquisition

1.1 think that the acquisition of foreign language is developed through the study and practice of grammar