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A STUDY THE POSITION OF TEACHING OF ENGLISH GRAMMAR IN RURAL SECONDARY SCHOOLS OF SHIKARIPURA TALUK

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  Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2016 = 6.17, www.srjis.com   UGC Approved Sr. No.45269, SEPT-OCT 2017, VOL- 4/36 10.21922/srjis.v4i36.10003 Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies A STUDY THE POSITION OF TEACHING OF ENGLISH GRAMMAR IN RURAL SECONDARY SCHOOLS OF SHIKARIPURA TALUK Kiran Kumar K. S, Ph. D.  Assistant Professor, Kumadvathi College of Education, Shikaripura-577427, Shivamogga  District, Karnataka. Email-kirankumar.ks25@gmail.com Introduction: “One, who climbs the grammar tre e, distinctly knows where noun, verb and participle grow.” –   Dryden (1635). In the teaching-learning of a language, grammar occupies an important place. It helps the teacher to master the language well. It is also of great help to the learners. The English word grammar has come from the Greek word 'grammar' meaning a 'LETTER.' In classical Greek and the Latin word 'grammar' is referred to the general study of literature and language. From the 17th century onwards two meanings have been compared with each other in English. In 1605 Francis Bacon wrote concerning speech and words , the consideration of them produced the science of grammar ' while in 1637 Ben Johnson writes, the grammar is the art of true and well speaking language. Then Bacon has told that 'grammar' is a science, a study of set of phenomena; but for Johnson, grammar is an art, the skill or technique of speaking well. Then L. Murray has written about grammar in 1824 English grammar is the art of speaking and writing the English language with propriety.' Present Position of Teaching English Grammar in the School The present position of grammar in the schools is rather very pitiable. Mostly grammar is taught or learnt just for the sake of grammar. Very few people learn it for the sake of language. In the time table, there is separate period for grammar work. Everybody looks upon grammar from examination point of view. The target of everybody is getting more marks in the portion of grammar contained in the question paper. Nobody takes it as a helping hand for the importance of language. Further it is seen that separate grammar books are prescribed for the different classes from the beginning. Thus almost every student studies grammar of the language in each class. The emphasis is more on learning the definitions. The learners cram the material and then Scholarly Research Journal's is licensed Based on a work at  www.srjis.com     Dr. Kiran Kumar K.S (Pg. 6605-6615) 6606 Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies they reproduce it in the examination. They least worry about the real utility of the language. First and foremost, it must be remembered that grammar is not a separate subject; it is not a separate division of English work. If it is so marked in the syllabus or timetable, it is for our convenience. It is an essential part of the English course, but not separate subject. It helps us to get the “feel” of the language. Many of us try and dispense with it a ltogether. But it must  be taught mainly for the sake of composition and reading. Grammar is a study of the language as we hear it; the study of the behavior of words, word-groups and changes in meaning of words. Objectives of the Study The following are the objectives of the study 1.   To study the position of Teaching of English Grammar in rural secondary schools. Methodology Adopted for the study Statistical Techniques Used for Analysis of the Data The researcher has used the following statistical technique for the analysis of the data. The data collected for objective was analysed by calculating the frequencies and converting them into percentages. Further, the data was analysed descriptively. Analysis of Data Objective : To study the position of Teaching English Grammar in rural secondary schools. To study the position of Teaching English Grammar in rural secondary schools the researcher collected the data in the format of opinions of the teachers teaching English subject in rural secondary schools. The researcher has conducted an interview to 35 secondary school teachers of Shikaripur taluk. The interview schedule consists of 26 Sl.No Objective Source of Data Sample Tools Used For Collecting Data Statistical Technique Used For Analysis 1 To study the  position of Teaching of English Grammar in rural secondary schools. English teachers working in rural secondary school of Shikaripur taluk 35 Secondary School English Subject Teaching Teachers of Shikaripura Taluk Interview questions  prepared by the researcher Data was analysed descriptively    Dr. Kiran Kumar K.S (Pg. 6605-6615) 6607 Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies questions. On the basis of the responses of the teachers to the questions of interview they were classified into three main categories for the purpose of analyses. They are as follows: 1.   Importance of Grammar learning at secondary school level. Teachers Responses towards Importance of Grammar Learning at Secondary School Level. Sl. No Questions Responses of the teachers Frequency of responses (35) % 1 According to you what is grammar? i) Science of a language 14 40 ii) Necessary part of language 1 2.28 iii) Systematic study of a language 9 25.71 iv) It is a body of language 4 11.42 v) It is an empirical study of a language 7 20 2 Is it necessary to teach and learn grammar at secondary school level? i) Yes 34 97.14 ii) No 1 2.82 3 Why do we need to teach and learn grammar at secondary school level? i) to learn basic structures of language 6 17.14 ii) to learn better composition in language 5 14.28 iii) to improve the English language  proficiency 9 25.71 iv) to use correct language in writing and speaking 7 20 v) to improve better communication 4 11.42 vi) to avoid mistakes 4 11.42 4 Do you like teaching grammar? i) Yes 34 97.14 ii) No 1 2.82 5 Do you think grammar  plays an important role in learning of English language? i) Yes 28 80 ii) No 7 20 6 What type of grammar components are you teaching in secondary school? i) Parts of Speech 10 28.57 ii) Tenses 10 28.57 iii) Degrees of Comparison 2 5.71 iv) Active & Passive Voice 9 25.71 v) Direct & Indirect Speech 9 25.71 vi) Figures of Speech 2 5.71 vii) all the above 25 71.42    Dr. Kiran Kumar K.S (Pg. 6605-6615) 6608 Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies 7 Is it necessary to teach English grammar separately? i) Yes 25 71.42 ii) No 10 28.57 8 Does learning grammar help the students listening, speaking, reading and writing skills? i) Yes 27 77.14 ii) No 8 22.85 9 Do you think that learning grammar is important to get  proficiency in English language? a) If yes. Why?  b) If No. why? Yes it is because i) The students easily identify their mistakes in using the language. 24 68.57 ii) to write the answer with their own without making any grammatical error. 4 11.42 iii) to develop independent writing skill 4 11.42 iv) to write essay, letter writing, paragraph writing, and own composition grammar is necessary. 3 8.57 10 Do you believe role of grammar in language is as an equal pillar in supporting language  proficiency? i) Yes 28 80 ii) No 7 20 1.   40 percent of English teachers expressed that grammar is the science of language. 25.71  percent of teachers expressed that grammar is systematic study of a language. 11.42  percent of teachers answered that grammar is a body of a language. 20 percent of teachers said that grammar is a necessary part of language. 2.   97.14 percent of teachers expressed that teaching and learning of grammar is necessary at secondary school level, they felt that grammar is the back bone for learning a language. Without any grammatical knowledge the students cannot write a letter or essay with meaningfully. They even cannot identify where they are committing mistake. But 2.82  percent of teachers expressed that teaching and learning grammar is not necessary to learn a language, as they feel that grammar may hinder the learning of language. 3.   97.14 percent of teachers expressed that they are interested in teaching grammar classes,  but 2.82 percent of English teachers are not interested in teaching grammar, as there is no  previous learning or knowledge among the students about grammar. It becomes very difficult whether to concentrate on present prescribed grammar teaching or to teach basic grammar.
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