Aurora Jacob Fernando João @isced ac.

mz

Avaliação 3: Trabalho de Campo

Módulo: Inglês- 1° ano 2022

A IMPORTANCE OF GRAMMAR AND VOCABULARY IN ENGLISH

LANGUAGE TEACHING AND LEARNING

INSTITUTO SUPERIOR DE CIÊNCIAS E EDUCAÇÃO A DISTÂNCIA

FACULDADE DE CIÊNCIAS DE SAÚDE

LICENCIATURA EM NUTRIÇÃO

Módulo: Inglês- 2022

Beira, Maio de 2022

Summary

1 Introduction................................................................................................................ 2

1.1 Objectives ............................................................................................................... 2

1.1.1 Objectivo Geral .................................................................................................... 2

1.1.2 Objectivos Especificos......................................................................................... 2

2 Fundamentação Teórica ............................................................................................. 3

2.2 Vocabulary in english language teaching and learning .......................................... 3

2.2 Role of Communication .......................................................................................... 4

2.3 Benefits of grammar ............................................................................................... 4

2.4 The importance of vocabulary ................................................................................ 4

2.5 Aspects of English Vocabulary Knowledge ........................................................... 5

2.6 Developing a love of vocabulary learning .............................................................. 5

Conclusion .................................................................................................................... 7

Bibliografia ................................................................................................................... 8
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1 Introduction
The present work will address the importance of grammar and vocabulary in the
teaching and learning of the English language. Teaching contextualized and meaningful
vocabulary is a major concern among teachers of English as a foreign language. It is known that
learning is as fundamental as remembering what has been learned. Vocabulary is central to
English language teaching because if students have enough vocabulary they cannot understand
others or express their own ideas. Grammar is a sure base of reference when language habits fail
us.
The grammar of the word means different things to different people. For the common
citizen, it connotes the correctness or incorrectness of the language they speak. For a school
student, it means an analytical and terminological study of sentences. Knowledge of grammar
helps the student to correct errors and improve written work.
.

1.1 Objectives

1.1.1 Objectivo Geral

To analyse the importance of grammar and vocabulary in english language teaching and
learning

1.1.2 Objectivos Especificos

 Describe about vocabulary in english language teaching and learning
 To present the advantage of Role of Communication
 Understand Developing a love of vocabulary learning
 Analyze the The importance of vocabulary
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2 Fundamentação Teórica

2.2 Vocabulary in english language teaching and learning

The trajectory of vocabulary teaching has always been considered of great importance
in language teaching, because it is through the study of experiences and concepts defended in the
past that new theories can be constructed and our pedagogical practice improved. According to
Paiva (2004, p.1), the Classical Method was focused on etymology and was safe in explaining
meanings and spelling. According to Kelly (apud Paiva, 2004, p.1), the teaching of Greek and
Latin was dominated by this approach.
In the Grammar and Translation Method, the vocabulary was presented by lists with the
translation for the student to decorate and, when there was doubt in the meaning, the immediate
translation solved the problem. Larsen-Freeman (apud Paiva, 2004, p.1) states that english-to-
Portuguese translation exercises and vice versa were used as vocabulary fixation. This method
was much criticized for its decontextualized teaching. The Direct Method, still according to
Paiva (2004, p. 1), prioritized vocabulary teaching over grammar, but in context and not in
isolation. Meanings were taught by making associations in the target language and no longer in
the mother tongue.
The Audio-Lingual Method, in turn, had as its main objective the acquisition of
linguistic structures, but it also had the intention of teaching words in context. In turn, the
Communicative Approach, in reaction to structuralism (study of language forms, its grammatical
structure) and behaviorism (conditioned reflexes shaping behavior), which underpinted the
theories of the grammar and translation and audio-lingual method, respectively, emphasizes the
use of vocabulary derived from function, situational context and interlocutor roles.
According to Schütz (2006), in the communicative approach, the basic unit of language,
which requires attention, is the communicative act, rather than the phrase. The function overlaps
with the form, and meaning and situations are that inspire didactic planning and the manufacture
of materials. Communicative competence becomes the goal rather than the construction of
grammatical knowledge or the storage of memorized forms. The ideal attitude to develop
vocabulary is not that of forced storage in memory, but rather that of creative effort to express
oneself and constant exercise of remembering what has already been learned. This is because the
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fundamental is not only to recognize (passive vocabulary), but to have words at the moment it is
expressed (active vocabulary).

2.2 Role of Communication

According to Kohli (1984), communication became the heart and soul of human life.
The communication process deals primarily with speaking, listening, reading and writing. No
one really learns grammar. It has become a natural phenomenon that we begin to speak what
everyone says around us. Gradually, we develop a better sense of understanding with the passage
of time. We do not study the grammar of our own mother tongue to use it daily speaking, but
when we need to polish our own mother tongue or we want to learn a dialect foreign language,
we have to study its grammar and we usually do so. When we come to learn a new language like
the English language, we need to study its grammar; the importance of grammar cannot be
ignored or neglected, and before we do that we need to understand what grammar is.
Grammar is the study of words and the ways words work together; an invisible force
that guides us as we gather words into sentences. Anyone who communicates using a particular
language, consciously or unconsciously becomes aware of the grammar of that language. (Kohli,
1984)". Therefore, to speak more clearly and effectively we have to study grammar.

2.3 Benefits of grammar

• To teach concepts about subject, verb, prayer, and phrases. •
To teach the translation method.
• For teaching the bilingual method.
• For teaching structural approach and traditional methods.
Knowing a language means mastering its four basic skills, namely" (a) Listening, (b)
Speaking, (c) Reading and (d) Writing" (Kohli, 1984, p. 32. Talking about the language does not
mean knowing the language and using it. If we consider language as spoken, as linguists do, then
knowing a language means using its grammatical patterns as well as proper use.

2.4 The importance of vocabulary

Vocabulary is central to english language teaching because without students with
enough vocabulary they cannot understand others or express their own ideas. Moreira (1999)
wrote that ". . . while without very little grammar it can be transmitted, without vocabulary
nothing can be transmitted" (p. 111-112). This point reflects my experience with different
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languages; even without grammar, with some useful words and expressions, I can often
communicate. Moreira (1999) went further to argue, "lexis is the core or heart of language" (p.
89). Particularly as students develop greater fluency and expression in English, it is for them to
acquire more productive vocabulary knowledge and develop their own personal vocabulary
learning strategies.
Students often instinctively recognize the importance of vocabulary for learning their
language. As Marsh (1966) observed, "apprentices carry dictionaries and not grammar books" (p.
4). Teaching vocabulary helps students understand and communicate with others in English.
Voltaire supposedly said, "Language is very difficult to put into words."

2.5 Aspects of English Vocabulary Knowledge

The concept of word can be defined in several ways, but three aspects that teachers need to be
aware of and focus on are form, meaning, and use. According to Marsh (1966) the form of a
word involves its pronunciation (spoken form), spelling (written form) and any part word that
make up this particular item (such as a prefix, root, and suffix). An example for parts of words
can be seen with the word incommunicado, where the prefix does not mean negative or opposite,
communicate is the root word, and -ive is a suffix that denotes that someone or something is
capable of doing something. Here, they all go together to refer to someone or something that is
not able to communicate, therefore not communicative.
Matos (1999) stated that meaning encompasses the way form and meaning work
together, that is, the concept and what items it refers to and the associations that come to mind
when people think of a specific word or expression. Use, the nation noted, involves the
grammatical functions of the word or phrase, placements that normally accompany, and
ultimately any restrictions on its use, in terms of frequency, level, and so on. For form, meaning
and use, Matos (1999) declared that there is a both receptive and productive dimension, so
knowing these three aspects for each word or phrase really involves 18 different types of lexical
knowledge,

2.6 Developing a love of vocabulary learning

As an constantly changing and growing reality, English vocabulary is challenging. As
your (2012) rightly stated, unlike grammar, "lexical items. are an open set, constantly being
added (and lost, as archaic words gradually out of use)" (p. 3). Perhaps this situation is more
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evident with computer-related vocabulary such as the Internet, email, and Developing a love of
vocabulary learning.
As an constantly changing and growing reality, English vocabulary is challenging. As
your (2012) rightly stated, unlike grammar, "lexical items . . . are an open set, constantly being
added (and lost, as archaic words gradually out of use)" (p. 3). Perhaps this situation is more
evident with computer-related vocabulary, the suWeb browser, which was not commonly used
15 years ago. Now, however, everyone seems to know these items and how important realities
are to their lives and work. Expanding English vocabulary is exciting, but it also means that
teachers and students need to be in the habit of learning vocabulary.As pessoas podem expandir
seu conhecimento de vocabulário em inglês em muitas jeitos diferentes.
As a native English speaker, I have been learning vocabulary for many years, but I am
still an apprentice because the English vocabulary changes and grows. From time to time I come
across an unknown word or phrase (or a new use for one I already know) on something printed
or online, or that I hear on radio or television. I'll stop considering what that might mean in that
particular context, and make a guess. If I have a dictionary nearby, I will check it for the word or
phrase, or if it is on my computer I will consult an online dictionary.
Words and phrases fascinate me, and if new ones seem useful, then these vocabulary
items are the ones I can use later in my own speech or write—even if it's to comment on this new
vocabulary item! Whatever your personality and learning style, both teachers and students can
develop a growing love for learning vocabulary in English and, of course, share a passion...
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Conclusion
Therefore, it is concluded that the importance of grammar and vocabulary in teaching
and learning the English language is contextualized and significant is a major concern among
teachers of English as a foreign language. It is known that it is as fundamental to learn as to
remember what has been learned. Vocabulary is central to english language teaching because if
students with sufficient vocabulary cannot understand others or express their own ideas. The
English vocabulary is complex, with three main aspects related to form, meaning and use, as well
as layers of meaning linked to the roots of individual words. Vocabulary teaching is not just
about words; involves lexical phrases and knowledge of English vocabulary and how to learn
and teach it, which the next chapter explores.
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Bibliografia

Kohli, A.L. (1984). Techniques of Teaching English. Delhi: Dhanpat Rai & sons. Print.
Ur. U.. (2012). Print. Quirk, Randolph. The English Language and Images of Matter.London:OUP.
Print.
Paiva, V.L.M.O. ( 2004). Ensino de vocabulário In: Dutra, D&P Mello, H. A Gramática e o
vocabulário no ensino de inglês: novas perspectivas. Belo Horizonte: Faculdade de
Letras/UFMG (Estudos Lingüísticos.
Marsh, G. P. (1966). Lectures on the English Language. London:
Moreira, Marco Antonio. (1999). Teorias de Aprendizagem. São Paulo: EPU.
Matos, Francisco Gomes de (1999). Learners’ Vocabulary Rights: a Checklist. São Paulo:
Braz-Tesol Newsletter. Dez..
Schütz, Ricardo. (20069. O Que Significa 'Saber' Vocabulário? English Made in Brazil.
Disponível em: http://www.sk.com.br/sk-voca.html acessado em 18/03/2006.
Sidney, Sir Philip. http://classiclit.about.com/od/sidneysirphilip/a/An- Apologie-For-Poetrie-
Part-4.htm.Website.
Vechetini, Lílian Rose. (2005). Crenças sobre o ensino de vocabulário em língua
estrangeira (inglês) para alunos iniciantes. São Paulo: Unicamp.