Grammar reading - comprehension and listening - is important for comprehension. Grammatical individuals can recognize semantic units in a text while reading or listening to a text. Be aware of in-text references, attributes, and semantic events. So let's take the subject of "girl with a red hat" in one text. The student should know that the words "red" and "hat" are descriptive adjectives. The word "red" characterizes the word "hat". The word "red hat" characterizes the word "girl". In this case, a student who knows "adjectives" in the grammatical context reads the word "red riding hood" consciously and makes sense of the text. Also, since there is a "constative function" in this group of words, the right hemisphere will function quite a lot in the student's mind and the holistic brain will work harder. Therefore, a student who knows the grammar will be able to comment much better in this situation.

The main problem here is that teachers are not aware of why they teach grammar. This basic problem will disappear if teachers start to understand why they teach grammar.

Good luck :))

Difficulties in grammar arise from irregularities and usage. Besides, teaching grammar for its sake (out of context) contributes to students' frustration. Here are some good reads.

Evans, V. (2017, February 5). Why English is such a difficult language to learn. Psychology Today. https://www.psychologytoday.com/us/blog/language-in-the-mind/201702/why-english-is-such-difficult-language-learn

Omar, Y. Z., & Elwerfalli, I. O. (2018). Teaching pedagogical grammar in writing context to enrich Libyan students’ academic writing. المجلة الليبية العالمية, 1. https://doi.org/10.37376/1570-000-041-003

It is a delicate matter. Any kind of teaching should be considered with care

In my opinion, one of the main reasons lead to this tendency is that it is believed that grammar, as well as the other language skills, is a developmental skill that takes place unconsciously, particularly after the acquisition of phonology and morphology. However, for second language acquisition/learning there is a need for some instructional guidance due to the structural differences exist between L1 and L2.

The teaching of grammar of a target language has to be done in context of use and integrated with other language domains of listening, speaking, reading and writing. It has to be delivered with close comparison to the features or systemic aspect of the source language or the mother tongue. Acquisition of grammatical knowledge varies according to input, context, age of learners and amount of opportunity for use. Young language learners brought up within an environment that is rich with target language input and language usage with the presence of a lot of native speakers or fluent speakers. They could absorb the language forms, functions, phonetics and phonology much easier and in a more automatic manner as opposed to adult learners which have internalised the grammatical system of the mother tongue which will experience mother tongue interference and learning disruption. However, adult learners could fall back on effective learning strategies, awareness of language differences and rely as well on motivation to drive them towards mastery of the target language grammar. The approach to bring and deliver grammar in a language classroom has to be eclectic, multi-dimensional, integrated and needs and context based.

I believe that the whole problem is related to overlapping factors, starting from the curriculum and ending with the methods and methods of teaching, because we insist on teaching grammar separately from the context of the texts and apart from their connection with the four linguistic skills, and by the way this problem is present in all languages ​​when teaching it or learning it as a second language, for example when teaching grammar In the program of teaching the Arabic language to non-native speakers, we find the problem is rooted in the historical and linguistic depth, because the Arabs by their nature used to speak the sound language with infinite fluency and were not interested in the grammar of the language as this is a kind of intuition and common sense, but when the Arab state expanded with the Islamic conquests and the entry of non-Arab elements of Islam It has become necessary to teach language, especially as it is a language related to belief, and that many basic rituals cannot be practiced and performed, except through language, which is what made scholars and researchers work to establish basic rules for the language to facilitate its teaching, learning and mastery, on both knowledge of historical aspects of the language in question helps in developing solutions To the problems of her teaching and learning.

There are always circumstances that accompany the teaching process of both L1 and L2. Since learning is a complex cognitive process, many variables affect and associate the whole process of learning. You may wish to consult the literature available on language learning and teaching.

Because the are not fixed but fluent entities. There is no 'one' grammar' in the way a simple calculus would function. It is a system in-bedded in and dependent on the discourse and communicative need. Check out Paul Hopper's 'Emergent Grammar' on that.

Определенные трудности в изучении грамматики языков, представляется, связаны с наличием различного рода исключений, воспринимаемых как отклонение от норм современных языков среди отдельных грамматических категорий . Большое количество подобного рода исключений, отклонений можно объяснить, рассматривая данные факты сквозь призму истории изучаемого языка, в диахронии. Объяснение многим языковым фактам с точки зрения синхронии может оказаться недостаточным. Для этого следует обратиться к праязыку изучаемого современного языка.

I think there are two issues. One is the 'overthrow' of the once (and in some countries the still) dominant grammar-translation method in favour of communicative approaches, and the much greater stress they put on skills (i.e. the ability to do things with language) than they put on knowledge (the ability to describe language). The second is related to how grammar should be taught: Should teachers explain grammar rules? In detail? Briefly? Should they structure the grammatical content of their classes so that learners acquire grammar in the ways that we imagine children learn their L1? Should they do grammar drills, as in the audio-lingual method? Etc., Etc..

In my own opinion, grammar is an essential component in the acquisition of language and therefore must not be undermined in teaching

You can have a look at my paper here. It is about The Place of Grammar Instruction in the 21st Century: Exploring Global Perspectives of English Teachers towards the Role of Teaching Grammar in EFL/ESL Classrooms

Grammar is an essential component of language acquisition, and therefore it should not be undermined in teaching, well, but I disagree with you on the term undermining, as rules as an element for teaching a second language I still want not to teach it separately from the text must be taught through skills within the context, so when a child begins to learn to speak, he can Speaking in the production of sound sentences and phrases compatible with the grammar systems that he speaks and with the standards of the environmental and other factors surrounding him. If this environment and the small community around him produce sound phrases the rules he produces phrases and words accordingly without needing to learn or know the grammar alone, so I confirm - this is an opinion The special - that the rules are the biggest catastrophe that contributed to disrupting the language teaching and teaching movement, and constituted a psychological barrier for some learners who wished to learn languages, and led to their affliction with a linguistic fossil.

There are a lot of ungrammatical sentences in great literature. Consider vernacular writers like Mark Twain and Charles Dickens, or even William Shakespeare. Here is a PowerPoint about usage. It make a distinction between a grammatical "error" that is used as a rhetorical device, and a "grammatical error" that is just plain wrong:

Because most teachers have no knowledge in grammar.

Grammar is a main component of any language in the world. Without grammar, you cannot understand, for example, the time of action whether it occurred in the past or in the present. We can say that grammar is abstract in mind and it becomes concrete in use. Teaching grammar is serious and teachers face many challenges. In this essay, I will discuss some of these difficulties as a teacher and suggest solutions from my own experience.

Generally one of the problems of most teachers of English is the poor standard of students. Students are also unaware of the basic rules and structural patterns that they have learned at a lower level. If a teacher starts his teaching at graduation without trying to know the level of the students directly, then his efforts will have no fruit because he will not be able to build a structure on a weak foundation. A teacher should start with simple grammatical items and move towards complex ones. Each successful grammatical item should be based on previous ones taught earlier in the class. Thus, by carefully selecting frequently occurring grammatical items and grading them according to the background of the learners, a teacher can help students form sentences in different day-to-day situations based on a variety of grammatical forms and structures and To use them must provide continuous practice. their lives.

The biggest problem is that students find grammatical text so difficult and boring. To solve this, I prefer the "dialogue" way of teaching grammar than the traditional way. Grammar, as we all know, must be presented in context. Whatever technique is used to present the grammar, it should be done by guided practice. This helps the GP learner to process the language. Free practice is widely justified: Negotiation should be encouraged and multiplied.

Furthermore, English propositions are a problem because different languages ​​use different propositions to express similar ideas. It will help your students if you do not teach too many proposals at one time. Also, if you are sure to put references in context (in a situation where usage is natural) will help.

What's more, in English, word order is more important than in many other languages. Very often ESL students produce sentences that sound strange to the ear of the country of origin because the order of the words in the sentences is incorrect. Teachers must reapply words to make meaningful sentences. And then teachers should encourage students to speak and write freely about their daily events.

In short, I must say that we can be better teachers and provide better knowledge to our ESL learners if we can overcome all the above problems. Finally, it should be pointed out that the more actual communication activities are, the better and effective the classes will be. We need to consider how we can help in formal instruction so that students can use the language correctly and appropriately.

Grammar has to be taught and learned implicitly not explicitly; therefore, the grammar should not be a worthy issue in the ESL and EFL Context because the focused of language learning and teaching is on fluency not accuracy.

We need to distinguish between three prose styles. Aristotle used the terms Ethos (Author driven), Pathos (Audience), and Logos (Text driven). In English, this would be Tough (the language of the novel), Sweet (the language of the advertisement), or Stuffy (Academic language). Of these three styles, only academic language needs to be grammaticsl. Check out this PowerPoint:

Как показывает исторический опыт, с одной стороны, попытки отказа от какой- либо грамматики, а с другой, преувеличение ее роли в учебном процессе отрицательно сказываются на результатах практического владения языком.

• Teaching grammar as a subject in isolation from writing is not effective.
• Students learn nothing about the use of grammar by diagramming sentences.
• Learning to identify parts of speech does not improve the quality of a student's writing.

I supose a small recap will do, but the reading sessions, or even the speaking assessments will be ideal. Maybe not endless lessons on grammar, but maybe reinforcements. of course to teach new material is always a mark. Not from unseen material. Best for support. A few will do, but maybe the best indication is the level, or the language.