Influencial assumptions in grammar

                                                      

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a.       Grammar instructions leads to correct spelling.

Grammar instructions do not solely lead to correct spelling but also in writing as a whole. For example: Knowing how a lexicon should be used and how it should agree to the other words creates a meaningful and useful idea to make corrections in spelling.

As Chin (2000) mentioned, “Effective grammar instruction begins with what students already know about grammar, and it helps them use this knowledge as they write. By connecting their knowledge of oral language to written language, teachers can demystify abstract grammatical terminology so that students can write—and read—with greater competence and confidence.” With this, as a review to her discussion about the subject, it is because “Grammar is the sound, structure, and meaning system of language. All languages have grammar, and each language has its own grammar. People who speak the same language are able to communicate because they intuitively know the grammar system of that language—that is, the rules of making meaning. “as she defined.

Therefore, since grammar is very vital in writing and speaking skills, it is logically prominent in developing one’s spelling skill. It is simply because no one can ever create meaningful sentence due to the unjust grammatical structure made. Lastly, an incorrect spelling may lead to multiple incorrect assumptions to what a writer or speaker may really mean.

b.      Grammar instruction develops logical thinking.

Cited by Yanase (retrieved April 01,2016) in his article entitled Teaching Grammar in Close Relation to Logic and Rhetoric “ Grammar is the art of inventing symbols and combining them to express thought, while on the other hand, logic is the art of thinking. In order to construct unity of thought, a notion explains that one must be proficient in writing and speaking from reading. There are several topics in English that a learner should master to experience an errorless sentence. For example: explaining the underlying meaning of a text that a surface structure analysis can never expound. This implies that while we learn grammar instructions we develop logical thinking because we are becoming conscious with the term and with what term to follow for that term in order to create a just and an explicit idea that a writer may hide or expose.

c.       Grammar instruction improves writing and reduces or even eliminates errors.

As discussed by Chin (2000) research strongly suggests that the most beneficial way of helping students improve their command of grammar in writing is to use students' writing as the basis for discussing grammatical concepts. Researchers agree that it is more effective to teach punctuation, sentence variety, and usage in the context of writing than to approach the topic by teaching isolated skills (Calkins, 1980; DiStefano and Killion, 1984; Harris, 1962).

There are no specific researches proving that grammar eliminates errors. Part of Chin’s study mentioned that research indicates that the transfer of formal grammar instruction to writing is not applicable to larger elements of composition. Through detailed studies of students' writing, Shaughnessy (1977) concludes that the best grammar instruction is that which gives the greatest return for the least investment of time.

What is better as she recommends that teachers encourage students to examine grammatical errors in their own writing. She also cautions teachers not to overemphasize grammatical terminology to the detriment of students' ability to understand and apply the concepts.