The system and methods for grammar teaching have changed course over time. Until the 20th century, traditional (Latin) grammar was taught, focusing on the individual parts of speech, the rules of punctuation and how to analyse complete sentences (Snyder, 2008). Chomsky (1957) built formal models of grammar and placed emphasis on the biological nature of language of the social nature. He proposed that children are born with an innate language acquisition device.
Later, Halliday (1973) proposed with his theory of the social and functional nature of language (functional grammar); that children acquire grammatical concepts (Snyder, 2008). Functional grammar is concerned with the language of texts rather than sentence analysis of traditional grammar (Winch et. al., 2014).
Later, Halliday (1973) proposed with his theory of the social and functional nature of language (functional grammar); that children acquire grammatical concepts (Snyder, 2008). Functional grammar is concerned with the language of texts rather than sentence analysis of traditional grammar (Winch et. al., 2014).
Traditional (Latin) Grammar Functional (systematic) Grammar
Vocabulary for naming and describing parts of language Relationship between grammatical structures and meaning
Levels of language construction such as words, Communication of spoken and written language
sentences and paragraphs
Terminology - number, gender, verb tense, adverbs Text as whole to convey meaning
Three levels (ranks) – clause, group and words
Terminology – participant, process, circumstance
Vocabulary for naming and describing parts of language Relationship between grammatical structures and meaning
Levels of language construction such as words, Communication of spoken and written language
sentences and paragraphs
Terminology - number, gender, verb tense, adverbs Text as whole to convey meaning
Three levels (ranks) – clause, group and words
Terminology – participant, process, circumstance
References: Snyder, 2008; Winch et. al., 2014.
Research has shown teaching of traditional Latin grammar is largely ineffectual and due to its isolated nature this style of teaching fails to make a sincere connection between language and thought (Fellowes, 1997; Macken-Horarik et. al., 2011; Snyder, 2008).
Similarly, Vygotsky views learning and language development as a social activity however while he believes that grammar instruction is vital for the mental development of children, his work does not promote formal grammar lessons but rather the contextual teaching of grammar within the classroom setting (Snyder, 2008).
Drawing from these perspectives, it can be argued that the teaching of both traditional and functional grammar should be utilised. Traditional grammar terminology should be taught in context with functional grammar, so that the teaching content reflects students everyday use of language and is therefore in context and more meaningful (Snyder, 2008; Winch et al., 2014).
Similarly, Vygotsky views learning and language development as a social activity however while he believes that grammar instruction is vital for the mental development of children, his work does not promote formal grammar lessons but rather the contextual teaching of grammar within the classroom setting (Snyder, 2008).
Drawing from these perspectives, it can be argued that the teaching of both traditional and functional grammar should be utilised. Traditional grammar terminology should be taught in context with functional grammar, so that the teaching content reflects students everyday use of language and is therefore in context and more meaningful (Snyder, 2008; Winch et al., 2014).
Features & Functions of Language
Language systems and choices vary depending on context which is influenced by situation. Three features of situation are recognised by Halliday as follows (Halliday & Hasan 1985, cited in Derwianka, 2012):
- Field – the subject matter, for example, different choices are made in different key learning areas such as maths and history.
- Tenor – those involved in a situation and their relationship to one another.
- Mode - the communication channel or method. Functional language differs from traditional grammar as it is handles differences between language used in spoken and written communication.
Figure extracted from Derwianka, 2012.
The combination of these three features creates a ‘register’ (type of situation). The register can assist in predication about language use in a given situation. These features are also related to the functions of language (Derwianka, 2012; Macken-Horarik et. al., 2011):
Text type or genre identifies social and cultural purposes for language use. Genres are relatively predictable so that specific meaning or purpose can be conveyed (Derwianka, 2012).
The combination of these three features creates a ‘register’ (type of situation). The register can assist in predication about language use in a given situation. These features are also related to the functions of language (Derwianka, 2012; Macken-Horarik et. al., 2011):
- Ideational Function: what’s going on/our understanding of the world.
- Interpersonal Function: how we interact with others.
- Textual Function: create cohesive, coherent text (spoken and written).
Text type or genre identifies social and cultural purposes for language use. Genres are relatively predictable so that specific meaning or purpose can be conveyed (Derwianka, 2012).
CURRICULUM LINKS
The AusVELS English curriculum identifies stage appropriate text types and standards for depth of understanding across all levels (AusVELS, 2015; Derwianka, 2012), for example in Level 6 English curriculum content descriptors include:
- Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
- Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)