Translate This Page
Humor:
Teacher: I hope I didn't see you looking at Maria's answers.
Grammar
Mr. / Girgis
My dear guest,
This page is called " Grammar Lectures" page. It includes a
lot of
interesting lectures in grammar. Let's read it to learn
in order
to know, in order not to
recite or just memorize
without understanding
or applicability.
Memorization supplies you with a short term knowledge
but
applicability supplies you with a long term knowledge.
Grammar
structures are tools that contribute in
building
proper communication, not just rules to learn by heart.
Grammar helps you to listen to, speak, read and write an
academic
English language properly.
Grammar is the system of a language. People sometimes
describe grammar
as the "rules" of a language; but in fact
no language has rules.
If we
use the word "rules", we suggest that somebody
created the rules first
and then spoke the language, like
a new game. But languages did not
start like that.
Languages started by people making sounds which
evolved
into words, phrases and sentences.
No commonly-spoken language is
fixed. All languages
change over time.
What we call "grammar" is simply a
reflection of a
language at a particular time. Originally, the term
grammar, grammatical, referred to the art of
writing,
as compared to rhetoric, rhetorical, the art of speaking.
As
used today by many teachers and learners, grammar
is loosely understood
to be a set of rules that govern
language, primarily its morphology and
syntax.
But morphology and syntax are only two components
of grammar.
Communicative language teaching has
brought a renewed emphasis on the
role that semantics
plays in the definition of language.
Communicative
language teaching is fundamentally
concerned with 'making meaning' in
the language,
whether by interpreting someone else's message,
expressing
one's own, or negotiating when meaning
is unclear.
I like to think of language learning from a top-down
approach.
You look at the big picture first, and then
as you go, you figure out
the details. This is similar in
many ways to the strategy of guessing
based on past
experience, also known as inductive reasoning,
and it’s awesome.
A language is a set of valid sentences. What makes a
sentence
valid? You can break validity down into two
things: syntax and
semantics
I like to think of language learning from a top-down
approach.
You look at the big picture first, and then
as you go, you figure out
the details.
This is similar in many ways to the strategy of guessing
based on past experience, also known as inductive
reasoning, and it’s awesome.
A language is a set of valid sentences. What makes a
sentence
valid? You can break validity down into two
things: syntax and
semantics
Syntax VS Semantics:
1-Syntax is the grammar.
It describes the way to construct a correct sentence.
It answers the question: how do I construct a valid sentence? .
For example, "This water is triangular" is syntactically correct.
2-Semantics relates to the meaning.
It describes the meaning of the sentence.
It answers the questions: is this sentence valid?
If so, what does the sentence mean?
For example, this water is triangular does not mean
anything, though the grammar is OK.
How ?
The term syntax refers to grammatical structure
whereas the term semantics refers to the meaning of
the vocabulary symbols arranged with that structure.
Grammatical (syntactically
valid) does not imply sensible
(semantically valid), however. For
example, the
grammatical sentence "cows flow supremely" is
grammatically ok (subject verb adverb) in English,
but makes no sense.
Similarly, in a programming language, your grammar
(syntax rules) may
allow ID EQUALS ID but the
language may only allow the sentence if the
text
matched for ID does not represent a type name (a
semantic rule).
Learn
key concepts and strategies in grammar and
style to help enhance
your writing and confidently
respond to the demand of high levels of
literacy in
the 21st century. How great to teach and learn
grammar
through the lexical approach.
It enhances meaning, feeling and
practice. How nice
for me as a teacher to elicit the rule from the
learners
themselves after their drill and communication practice
for the
real situations that contain the rule we want
them to learn and master
