Grammar is the most controversial concept in the domain of language teaching and learning for both teachers and learners. Moreover, there has been debate galore on whether to teach it or not, and in the case of the latter, how and when to teach it. This article is an attempt to set the scene for language teachers to treat grammar more efficiently and effectively.
This article can give you some guidelines on how to increase the level of motivation in your students and the rationale behind it.
What is IELTS?
IELTS is the International English Language Testing System which tests English proficiency across the globe. Conducting 2 million tests in the past year, IELTS is the world’s most popular high stakes English-language test for study, work and migration.
You can read more about IELTS at http://www.ielts.org
Read our Persian article about IELTS: http://languageties.com/fa/article/ielts
This article is available in Persian.
If English were a house and its words were its bricks, then, for sure, grammar would play the role of the skeleton and cement to hold the bricks together and give shape to the entire house.
If you think you need to improve your grammar knowledge, the following tips may turn out to be of great help:
How to use a monolingual dictionary for learning a new language:
Your dictionary should not belong to so many years ago. In other words, it’s important to upgrade your dictionary every two or three years to have access to the latest words, phrases, collocations, etc. Furthermore, it is advisable to use different types of dictionaries for different purposes, for example, a dictionary of synonyms and antonyms, a dictionary of collocations, a picture dictionary, a dictionary of English Etymology, and so on.
The GRE revised General Test features question types that closely reflect the kind of thinking you'll do in graduate or business school.
The CEFR describes foreign language proficiency at six levels: A1 and A2, B1 and B2, C1 and C2. It also defines three ‘plus’ levels (A2+, B1+, B2+). Based on empirical research and widespread consultation, this scheme makes it possible to compare tests and examinations across languages and national boundaries (see the section “The CEFR and language examinations: a toolkit”). It also provides a basis for recognising language qualifications and thus facilitating educational and occupational mobility.
