CTET Notes In Hindi | ROLE OF GRAMMAR IN LEARNING A LANGUAGE
CTET Notes In Hindi | ROLE OF GRAMMAR IN LEARNING A LANGUAGE
ROLE OF GRAMMAR IN LEARNING A LANGUAGE
In CTET exams 6 questions in 2012, 2 questions in 2013,
3questions in 2014, 1 question in 2015 and 4 questions in
2016 have been asked from this chapter. Questions asked in
exams are related to Grammatical concepts and their use,
and importance of grammar in teaching a language.
Grammar is a system of a language. With the help ot grammar,
words are used, classified and structured together to form
coherent spoken or written communication. It provides a
proper order or sequence to sentences tor better representation
of ideas to facilitate meaningful communication.
4.1 Definitions of Grammar
According to Thomson and Loyatl, “Grammar presents the
facts of a language arranged under certain categories and deals
only with what can be brought under general laws and stated
in the torm of general rules.”
In the context of English Grammar IA Gordon said, “If
language is a vehicle ot our thoughts and teelingS, then
grammar Is the machine by which that vehicle is moving.
Most of the people fear grammar and think it is the most
boring part of learning a new language. However, we can not
run away trom it as it is an important tactor to learn a new
language.
4.11 Aims and Objectives of Teaching English Grammar
Some important aims and objective of teaching english
grammar are
• To develop in students an understanding of structure of English
language.
• To enable learners to express their ideas logically and
correctly in speech and writing.
• To teach grammar as a rule governed behaviour and not
as mere rote learning.
• To develop the mental abilitiess of reasoning and correct
observation.
• To enable the students to assimilate the correct patterns
of the language.
• To develop scientific attitude towards language.
• To develop taste for creativity.
4.1.2 Importance/Relevance of Teaching English Grammar
Some importance/relevance of teaching engish
grammar are
• Language is a complex system. It has logic in the form
of grammar.
• Impact of grammar on allanguage learning skills is
prominent.
• Enhanced communication skills call for a higher
degree of grammatical competence
• Communicative proficiency involves knowledge and
application of grammar and use of appropriate
vocabulary to convey meaning in a socially acceptable
way. Theretore, teaching grammar is imperative.
• Teaching grammar is essential if we want to proceed
from concrete to abstract.
• Importance of grammar in writing correctly is
undebatable.
• Writing and speaking correctly gives anyone the
appearance of credibilty. Grammar helps in making
anyone proficient in these areas.
• Grammar also helps in developing many mental
abilities such as reasoning. observation and
concentration.
4.1.3 Suggestions for Teaching Grammar Effectively
Some suggestions for teaching Grammar effectively are
• The lesson should be planned beforehand.
• Method of teaching should keep in mind the age ano
general standard of learners.
• The material should be taken from learner’s text books
• Sufficient practice work is to be done.
• Teacher should use appropriate teaching material aid
like charts, tlash cards, pictures, graphs etc.
• Demonstration of how grammar is to be used n
contextual situations is very important.
• For evaluatiqn, the objective type test should be used.
4.1.4 Methds of Teaching Grammar
Methods of teaching grammar are
1. The Traditional Method This method is also called the
deductive method. In this method, grammar is taken as an
independent subject and taught with the help of a grammar
book. The teacher tirst tells the rules or definition, gives
examples and then asks students to do the given exercises.
e.g. the teacher says, “A noun is the name of a person, place
or a thing.” Then she gives some examples of nouns. The
learners are supposed to memorise the definition of noun.
This method is not very effective as it is ‘against the
principles of teaching and students find it boring and dull’.
2. The Informal Method This method implies teaching of
grammar not by rules but by usage. Through continuous
practice of using words while speaking. reading and
writing, grammar can be taught and theretore learnt by
students. This is done while teaching of text book or
detailed translation of the text book is carried on.
Grammatical implications are taught simultaneously.
Through this method, practical use of grammatical rules are
elicited. But sometimes this method becomes time
consuming and may divert the attention of the students.
3. Inductive-Deductive Method Through this method
students themselves formulate rules with the help of
examples. Some steps of this method are as follow
• Students are given some examples of similar type.
• Students try to find out similarities by analysing or
observing these examples.
• Students are asked to draw some conclusions.
• Then the teacher will give the rules and give new
examples and ask her pupils to verify the rules.
This method of teaching grammar proves very successful
and advantageous as it becomes practical, real and
Scientific. It follows all the maxims of teaching and pupils
are not forced to cram the rules. This method also stimulates
tne power of thinking and reasoning.
Some shortcomings of this method are that it can be applied
Only to young learners. Moreover, this method is not
Complete in itself because sometimes students are unable to
correlate examples with the topic.
4. Incidental Method This method is also known as
correlation or reference method of teaching. This method
helps students to correlate grammar with other related
logical structures, Students gain a practical knowlcdge of
grammatical rules.
Some disadvantages of this mcthod are that it interferes
with normal teaching. Productive learning is less and
sometimes creating or forming an incident related to a topic
may be difficult for the teacher.
4.1.5 Importance of Grammar in Development of Communication
Skill
Importance of grammar in development of communication
skill are
• Grammar helps in learning correct pronunciation.
• With good grammar spoken or written words gain their
meaning and value.
• Knowledge of grammar improves skill of expression.
• Grammar is also helpful in increasing accuracy. Grammar
frames the mind to habits of order and clearness and also to
logic and rhetoric. So, grammar rules can help learners
develop a habit of thinking logically and clearly.
• Grammar also helps in acquiring luency in a particular
language.
• The person will also learn how to organise and express the
ideas in his mind without difficulty.
4.1.6 Importance of rammar in Development of Writing Skill
Importance of grammar in development of writing skill are
• The learner learns to write with correct punctuation and
correct language and spellings.
• With the knowledge of grammar, parts of speech etc the
child develops an cffective writing style.
• Expression of feelings, emotions, frustrations in an
impressive manner is possible only by knowledge of
grammatical rules, syntax, vocabulary etc.
CHAPTER EXERCISE
1. Which of these is central to the
teaching and learning of
languages?
(1) Listening
(2) Speaking
(3) Grammar
(4) Critical thinking
2. Learners find it difficult to apply
rules of grammar automatically
In listenng, speaking, reading
and writing because of
(1) lack of declarative knowledge
(2) lack of procedural knowledge
(3) disconnection between declarative
and procedural knowledge
(4) None of the above
3. In teaching grammar, the teacher
should not focus on error
correction because
(1) it helps in developing
communication skills
(2) it helps in building confidence
among learners
(3) All of the above
(4) None of the above
4. A disadvantage of informal
method of teaching grammar is
(1) it is monotonous
(2) it teaches grammar incidentally
(3) it helps in rote memorisation
(4) grammar is not taught
systematically
5. A teacher gives many sentences
and asks her students to arrange
them into a letter using
appropriate connectors. The skill
chiefly involved in this task is
……….
(1) collecting information
(2) expanding notes
(3) organsing
(4) rewriting
6. Grammar is practical analysis of
(1) language
(2) literature
(3) All of the above
(4) None of the above
7. One of the objectives of teaching
English grammar refers to
(1) increase our power of memorising
(2) increase our onginality of ideas
(3) develop the ability to express ideas
logically and cofrectly in speech
and writing
(4) None of the above
8. Which of the following
statements is true in the context
of grammar?
(1) Grammar provides a set of rules
that should be followed
(2) Grammar has no role in the learning
of a foreign language
(3) Knowledge of grammar helps with
fluency in speech
(4) Grammar is a system of language
which helps in polishing our
speaking and writing skills
9. Which of the following is not an
advantage of teaching grammar?
(1) Gives an overview to the learner
about worldly things
(2) Helps to develop various language
skills
(3) Focuses on concrete to abstract
approach
(4) is based on rote method of learning
10. Shaurya, a student of class IV,
often makes mistakes in the use
of correct tense. The teacher can
correct his mistakes by
(1) explaining or writing rules of
grammar
(2) asking him to memorise tense table
thoroughly
(3) by giving real life situations or
examples Where one can use
correct tense
(4) by asking Shaurya to write tense
table 10 times in his note book
11. Supply the correct question tag in
the given blank.
I have written a letter to my
school principal………….?
(1) Didn’tl
(2) Won’tl
(3) Haven’tl
(4) Isn’t it
12. He said, “Let us go for a movie”.
He suggested to go for a movie.
The two given sentences can be
differentiated by drawing
student’s attention to the
(1) change into indirect speech of an
imperative sentence
(2) removal of inverted Commas while
third person is speaking
(3) change in the verb word from said
to suggested due to type of sentence
(4) Al of the above
13. A teacher shows Some objects
present in the class and asks
children to tell their names. She
writes their responses on the
blackboard and tells that all these
names are used for some objects
which are called nouns. This
method is
(1) direct method
(2) incidental method
(3) deductive method
(4) indirect method
14. The goal ot grammar instruction
is to enable students to carry out
their communication purposes.
This goal has three implications.
Which one of the folowing is not
one of them?
(1) Students need overt instruction that
connects grammar points with
larger communication contexts
(2) Students should learn by heart
every aspect of grammar rule
(3) Error correction is not always the
instructor’s first responsibility
(4) Students should master only those
aspects that are relevant to the
immediate communication task
15. Complete the sentence by using
correct option.
According to a few experts, the
students who study grammar are
very often able to solve grammar
exercises………….
(1) but do not write correct speech
(2) but they often make spelling
mistakes
(3) and write good speech
(4) but they are unable to teach
grammar
16. Who formulated the theory ot
Universal Grammar?
(1) Stephen Krashen
(2) Jean Piaget
(3) Noam Chomsky
(4) Steven Pinker
17. Which of the following are a few
features of a particular method of
teaching grammar?
A. The learner becomes inactive
during class room teaching
B. This method is not child
centred.
C. Average teacher can use this
method in a country like India.
Which method we are talking
about?
(1) Deductive method
(2) inductive method
(3) Inductive deductive
(4) Direct method
18. Which of the following is actually
a merit of teaching grammar
(1) helps in speaking fluently
(2) empnasises only records of a
language
(3) helps in the development of
anguage skills
(4) requires practice
19. When a test item expects the
learners to use tense forms, voice,
connectors, prepositions and
articles accurately, such approach
can be called
(1) improper grammar testing
(2) Integrated grammar testing
(3) direct grammar testing
(4) mixed grammar task
20. Which of the following
Statements is false in the context
of grammar?
(1) Descriptive grammar emphasises
rules
(2) Prescriptive grammar is useful for
the study of classical languages
(3) Inductive method is based on
psychological principles
(4) Traditional method of teaching
grammar emphasises cramming or
rote learning
(21) ……… grammar has replaced
……… grammar.
(1) Structural, formal
(2) Formal, functional
(3) Functional, structural
(4) Functional, formal
22. You are Ritik, a student of class
II, you have to bring your own
atationary.
You will need one scale, two
pencils and an eraser. ‘The
underlined word is a ………….. of
what he has been asked to bring.
(1) reference word
(2) synonym
(3) conjunction
(4) substitute word
23. Practice of grammar in a
controlled manner can be done by
(1) correcting wrong Sentences
produced by learners
(2) gap-filling grammar exercises
(3) writing paragraphs and essays
(4) explaining the use of particular
structures
24. A child studying in class II says
“I writted the letter”. It indicates
that the child
(1) does not know grammar rules at all
(2) should memorise the correct
sentence
(3) has over-generalised the rules for
making past tense verbs
(4) is careless and needs good training
in using gramnar
Previous Years Questions
25. When young learners are taught
to improve their spelling and
punctuation, they will (CTET Jan 2012)
(1) enhance their fluency
(2) nurture their creativity
(3) sharpen their listening skills
(4) improve their accuracy
26. ‘I loved Ophelia : forty thousand
brothers could not, with all their
quantity of love make up my
sum’.
The phrase’ … forty thousand
brothers illustrates a figure of
speech called [CTET Nov 2012]
(1) imagery
(2) personification
(3) hyperbole
(4) allegory
27. The homonym of “bier is
[CTET Nov 2012]
(1) bear
(2) beer
(3) bare
(4) bar
28. An example of linking adverbials
is [CTET Nov 2012]
(1) the
(2) these
(3) so
(4) your
29. In the word ‘scarce’, the phonetic
transcription for ‘a’ is [CTET Nov 2012]
(1) /e/
(2) /ea/
(3) /ie/
(4) /ae/
30. The students make mistakes
while playing a grammar game.
The teacher should [CTET Nov 2012]
(1) call aside the’erring student and
offer some guidance
(2) call aside the student incharge in
the group and instruct him/her to
guide the students
(3) quietly note down the mistakes and
hold a remedial class for the ‘erring’
students
(4) quietly note down the mistakes and
discuss them with the class after
the activity
31. Awareness raising’ grammar
games encourage students to
[CTET July 2013]
(1) use learnt structures to
communicate with one another
about a given theme
(2) think consciously about the
structures they have learnt
(3) collaborate in completing a given
activity
(4) engage and feel about human
relationships while the teacher
controls the structures
32. The Humanistic Approach is
specifically tuned to the
[CTET July 2013]
(1) process where sequence is taught
along with how to present the
related contents
(2) mastery of academic disciplines
with all their characteristic features
(3) application of learnt structures,
content, concepts and principles to
new situations
(4) processes that enable students to
discover structures for themselves
33. In the case of vocabulary use,
grammar provides a pathway to
learners to [CTET Sept 2014]
(1) speak in formal situations with
greater accuracy and confidence
(2) re-tell listening inputs into oral
Output
(3) combine lexical items into
meaningful and communicative
expression
(4) draft formal pieces of writing in
higher classes
34. Grammar gains its prominence
in language teaching
particularly in English as a
foreign language. Accuracy in
language use can be achieved
through [CTET Sept 2014]
(1) intensive practice with sentence
patterns
(2) grammar is taught as the basis for
all four language skills
(3) reading more books written in the
target language
(4) integrating knowledge of
structures with use and meaning
35. Students of class IV can
recognise flawed usage of
sentence construction when the
teacher [CTET Sept 2014]
(1) tells them something is wrong
(2) gives alternatives as possible
Corrections
(3) lets them find the corrections
(4) focuses on certain surface errors
36. Choose the correct spelling
[CTET Feb 2015]
(1) Doesnt’
(2) Doesnt
(3) Doesn’t
(4) Does’nt
37. A teacher of Class V is planning to
teach grammar. Which one of the
following might be a good strategy
for teaching grammar?
[CTET Feb 2016]
(1) Giving the practice of grammar in
context as a strategyy
(2) Asking students to carefully note
down the rules from the blackboard
(3) Giving clear explanations of the rules
with examples
(4) Asking students to do drill work only
to learn rules
38. Diphthongs are………. .
[CTET Feb 2016]
(1) consonant sounds
(2) double consonant sounds
(3) vowel sounds
(4) double vowel sounds
39. A word with same spelling and
same pronunciation as another
but with a different meaning is
a/an [CTET Sept 2016]
(1) homonym
(2) homophone
(3) antonym
(4) synonym
40. A shorter form of a group of
words which usually occurs in an
auxiliary verb, is [CTET Sept 2016]
(1) connotation
(3) contraction
(2) connector
(4) conjunction
Answers
1. (3) 2. (3) 3. (3) 4. (4) 5. (3) 6. (1) 7. (3) 8. (4) 9. (4) 10. (3)
11. (3) 12. (4) 13. (4) 14. (2) 15. (3) 16. (3) 17. (1) 18. (3) 19. (2)
20. (1) 21. (4) 22. (4) 23. (2) 24. (3) 25. (4) 26. (3) 27. (2) 28. (3)
29. (1) 30. (4) 31. (2) 32. (4) 33. (3) 34. (4) 35. (2) 36. (3) 37. (3)
38. (4) 39. (1) 40.
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