INTRODUCTION
In linguistics, the grammar of a
natural language is its set of structural constraints on speakers' or writers'
composition of clauses, phrases, and words. The term can also refer to the
study of such constraints, a field that includes domains such as phonology,
morphology, and syntax, often complemented by phonetics, semantics, and
pragmatics. English grammar is the set of structural rules of the English
language. This includes the structure of words, phrases, clauses, sentences,
and whole texts.
There are differences in English usage
in English-speaking countries in terms of spelling, pronunciation, vocabulary,
and grammar. Findings show that there are six main challenges in teaching grammar
namely lack of experience, expectations of the students, lack of facilities,
negative perceptions on the teaching of grammar and preparing grammar lessons. Grammar rules are
definitely tricky. One of the biggest reasons that learning and using grammar
correctly is so difficult is that there are so many exceptions to every rule. It
will be almost impossible to be able to learn and master all these different
exceptions.
So many things make learning English
difficult and confusing. Its grammar structure, its spelling, meanings, and
rules that contradict existing rules are difficult to master. But remember that
the situation is the same for English speakers trying to learn a foreign
language. For many L2 learners, learning grammar often means learning the rules
of grammar and having an intellectual knowledge of grammar. Teachers often
believe that this will provide the generative basis on which learners can build
their knowledge and will be able to use the language eventually.
Need and Significance of the Study
Grammar is critical for learning any
language. Grammar is a set of rules that dictates how a language works, making
it easy to comprehend. Without proper grammar, one would have no idea how to
speak or write in English. It helps us make sense of our words. It also
dictates rules regarding how words are used and when they should be used.
Without knowing this information, it would be impossible for us to understand
anything or say anything at all.
The majority of people can speak fluent
English, but not all of them use proper English grammar. There is a difference
between spoken and written English, with the latter focusing more on using
proper grammar. English grammar relies on theory, and it can be taught in a
class. The learning process becomes complicated due to complex and
contradicting grammar rules. The learner’s native language and background could
get in the way of learning proper English grammar. There is also a lot to learn
regarding English grammar. In this practicum I would like to introduce the
terms English grammar, English grammar teaching methods, strategies to teach
English grammar.
Statement of the Problem
A Study on English Grammar Learning Difficulties
Related to Learners and Teaching Methods.
Objectives
v
To find out the difficulties of
students in learning and comprehending English grammar.
v
to have brief research on English
grammar learning difficulties.
v
to learn how changing teaching methods
can help a student to overcome their difficulty in learning English grammar.
v
To create a functional knowledge on the
topic.
Hypothesis
There exist difficulties in learning
and comprehending English grammar. These difficulties vary in accordance with
the nature of learner and teaching methods along with other factors.
Methodology
Methodology refers to the various
methods and techniques equipped for the purpose of the study it refers to the
method of research used, sample of the study, the tool used for the collection
and statistical analysis of the study.
Method
Survey method is used for the present
study.
Population and Sample
The sample consists of 34 students from
various educational institutions, pursuing their B.Ed degree, UG and PG.
Tools and Techniques
Checklist is the tool
used to find out the learner's difficulties in comprehending the English
grammar.
Checklist
Checklist consists of a list of items
with a place to check, or to mark yes or no. Checklist is a type of
questionnaire in the form of set of categories or a list of items with a place
for respondent or observer to check ‘yes’ or ‘no’. That is the observer records
check to denote the presence or absence of whatever being observed.
Analysis and interpretation
Questionnaire 1: Students’ difficulties related to the
learner.
|
Sl.no. |
Questions |
Answer (Yes)% |
Answer (No)% |
|
1 |
Do you find various grammar elements of English confusing? |
98% |
2% |
|
2 |
Are you confident in using English language without any
grammar mistakes? |
16.67% |
83.33% |
|
3 |
Are you conscious about your grammar mistakes while
speaking or writing? |
66.67% |
33.33% |
|
4 |
Do you compare the structure of English language with your
mother tongue? |
66.67% |
33.33% |
|
5 |
Are you able to identify grammar mistakes after speaking
or writing? |
91.67% |
8.33% |
|
6 |
Are you able to correctly fix the errors you make with the
grammar and the pronunciation? |
45.83% |
54.17% |
|
7 |
Do you use correct word forms and parts of speech when you
write? |
29.17% |
70.83% |
|
8 |
Do you use correct articles and pronounce when you write? |
62.50% |
37.50% |
|
9 |
Can you use correct tenses (present, past and future) when
you speak or write? |
45.83% |
54.17% |
Questionnaire 2: Students’
difficulties related to the teaching method.
|
Sl.no. |
Questions |
Answer (Yes)% |
Answer (No)% |
|
1 |
Does the teacher focus only on rules of the grammar? |
55.56% |
44.44% |
|
2 |
Is grammar taught part by part? |
96% |
4% |
|
3 |
Is verbal communication given as much importance as
written communication in grammar classes? |
33.33% |
66.67% |
|
4 |
Are the learners actively involved in grammar classes? |
33.33% |
66.67% |
|
5 |
Is grammar solely thought through translation? |
38.89% |
61.11% |
|
6 |
Does the teacher use any teaching aids to teach grammar? |
55.56% |
44.44% |
|
7 |
Does the teacher provide related follow up activities to
do? |
88.89% |
11.11% |
|
8 |
Is meaning also considered while teaching grammar rather
than only the form? |
61.11% |
38.89% |
Findings
The findings include
students’ difficulties in grammar related to 2 categories. They are students’
difficulties related to the learner and the teaching method.
a) Students’
difficulties related to the learner.
The findings showcase that, students
experience difficulties while learning grammar. Some of these difficulties are
related to the learner. Most of the students, lack confidence in using English
language because of the fear of grammar mistakes. Most of them find English
grammar elements confusing. They are conscious about grammar mistakes while
speaking which hinders their speaking skill. Most of the students compares the
structure of English language with their mother tongue. This process interferes
in their grammar learning of English. Most of the students are capable of
identifying grammar mistakes while speaking or writing. However, most of them
are unable to correctly fix the grammar mistakes.
Also, most of them are unable to use
correct word forms and parts of speech when they write. Most of them are
confident enough to write correct articles and pronounce. However, most of them
are unable to use correct tenses (present, past and future) when they speak or
write.
b) Students’
difficulties related to the teaching method.
The findings indicate that ineffective
teaching methods are the major cause for students’ grammar learning difficulties.
They include the teacher mainly focusing on the rules of the grammar. The
grammar is taught part by part by the teacher. In grammar classes the verbal
communication is not given much importance as the written communication. The
teacher gives importance to rules and written communication and ignores verbal
communication aspect of the language. Most of the classrooms are teacher
centric. The learners are solely passive listeners. Thus, most of the learners
are not actively involved in grammar classes. However, grammar is not solely
taught through translation. The teachers use teaching aids for better learning
experience. Most of the time the teacher provides follow up activities for
thorough understanding. The meaning is also considered while teaching grammar
rather than only the form.
Conclusion
Based on the findings from the survey,
students’ difficulties in grammar is related to 2 categories. They are students’
difficulties related to the learner and difficulties related to teaching method.
According to the study the learners find English grammar elements confusing
sometimes. They are not confident enough to speak in English without any
mistakes. Learners always compare the structure of English with Malayalam, and
it causes confusion. The students are not confident in their language skills. Moreover,
our teaching methods are not highly efficient. Even now classrooms are teacher
centric, exam oriented and textbook based. The teacher gives more importance to
the rules. Communication is the main goal of learning a language, however
teachers tender to ignore verbal communication aspects in the classroom. These
things cause grammar learning difficulties in the students.
Suggestion
In the present scenario, grammar
classes should be promoted to be child centric. Teacher should motivate the
learners to study grammar. The teachers should not give over emphasis to the
grammar rules, it will cost confusion and frustration. Verbal communication of
English should not be ignored while teaching. The teacher should be able to
communicate with the native speakers to acquire correct pronunciation and
fluency. The teacher should motivate the learners to speak confidently in
English. Teachers should adopt new strategies for better comprehension. The
teachers should make use of teaching aids and create a healthy environment for
better learning experience. The teachers should not follow grammar translation
method or other traditional methods but adopt new teaching methods. The
learners should find grammar learning enjoyable and less confusing. Thus, it
will decrease students’ difficulties related to grammar learning.
Reference
·
Matas, Christina Poyatos. Student –
Centered Grammar Learning and Teaching. VDM Verlag, 2011.
·
Gulo, Ingatan and Ni Ketut Ayu
Widianingsih. “Grammatical Difficulties Encountered by second Language Learners”.
The Fourth International Seminar on English Language and Teaching at Padang,
Vol.2, may 2016, pp. 141-145. ResearchGate, DOI:10.13140/RG.2.1.4330.3284.
