Grammar Essay

4566 words - 18 pages

The relationship between language and culture is a reciprocal one. With the understanding that culture is defined as learned perceptions and reactions to the world around us; language, to some extent, reflects and defines how we think about and view culture. An example of this idea is the Sapir-Whorf Hypothesis. This hypothesis contains two main principles; Linguistic Determinism and Linguistic Relativity (Yazdani). The first principle speaks to the idea that language, to one degree or another, determines how we think about the culture within which we exist. The second principle strengthens the first by asserting that a particular culture's language develops and exists relative to its culture's beliefs, values, feelings and behaviors. In essence, language and culture help to create, foster and promote each other.An example of the Sapir-Whorf Hypothesis may be found in the different vocabulary used to describe English and Korean sibling relations. English uses the words "sister" and "brother" to describe any and all female or male siblings (although it is understood that speakers may preface either word with "older" or "younger" if more specificity is needed). Korean, however, has a separate lexicon with at least eight different terms for sister or brother. Each of these eight terms corresponds with the age and gender relationship of the speaker towards the sibling. An example of this is "noona" which is used by males to describe an older sister and "oh-ni" which, in turn, is used by females to describe an older sister. The relationship between these English and Korean language features is grounded in their respective cultures. The English language is used in cultures where family relations are generally linear and equitable. Korean family relations, however, are hierarchical in respect to age and gender as proscribed by Confucian ideals. This means that English language culture places limited value on sibling relationship and therefore has a limited nomenclature to describe. The Korean language culture, in contrast, places a high value on sibling relationship and, as a result, has a detailed vocabulary to describe. When using their languages to express sibling relationships, English and Korean speakers both define, internalize and reaffirm their respective cultural paradigms of 'family.' This is true for all other language uses and cultural manifestations.With the above relationship of culture and language understood, I will now look at a particular aspect of culture that is universal yet disparate. Humor and culture have a relationship not dissimilar to language and culture. Mintz points out "our contemporary humor confronts virtually everything that is important to us in ways that make us understand ourselves and our society more thoroughly, more deeply, more meaningfully" (Mintz p. viii). People everywhere laugh but they laugh at different things. During the time that I lived in Korea, I experienced this phenomena many times as I, one in an...

Find Another Essay On Grammar

Teachin grammar: indirect questions Essay

2221 words - 9 pages Presenting of a new grammar: indirect questions The aim of my seminar paper is to show how to present indirect questions to students of a middle school. The indirect questions would be inroduced and presented to students of 9th form. These students should be approximately at pre-intermediate level of English and they should be familiar with the direct questions, its form and use. The students will be able to recognize the differencies between

English Grammar: Modality Essay

1597 words - 6 pages overlap in meaning: You should see a doctor : You ought to see a doctor. This is a consequence of the ongoing process called SEMANTIC CHANGE, which makes the modal verbs the most difficult part of the English grammar to explain to foreign learners as well as to master.There are two groups of the English modals:1. CENTRAL: can/could, must, shall/should, may/might, will/would2. PERIPHERAL: need, ought to, dare, used toApart from these, there are also:3

Improving Student Perception of Grammar

2290 words - 9 pages Its time to come clean, face the facts and admit the truth - students are scared of grammar. From the days of crayons and nap time straight through high school they always hope and pray that a random fire drill, a.k.a. a gift from God, will disrupt the dreaded grammar lessons and exercises. As the semesters continue to pass by students become elated as grammar turns into nothing more than a minute beep on the radar screen that is the weekly

Teaching Grammar as a Parent

1874 words - 7 pages Teaching Grammar as a Parent As a parent how do you teach grammar? Children learn from their parents; what they do and how they do it. Of course, children learn from their teachers, as well as, other children. But most of all, children learn from their everyday surroundings and environment. Some parents think that once their children are in school, they can relax and let the education system take

Producing your own grammar activities

741 words - 3 pages There are many ways of revising and consolidating grammar, but I've found it's often useful to give students short passages containing grammar mistakes which are characteristic of the student's level, nationality, and what the teacher may have identified as areas of particular strength or weakness.What kind of grammar?I've been teaching in Italy for several years, and Italians characteristically use the Present Perfect to describe the past. Thus

Is traditional grammar a waste of time?

3184 words - 13 pages Is traditional grammar a waste of time?The Times for Wednesday 19 January 2005 contained an article entitled "Traditional grammar teaching is waste of time, say academics". Is this what really academics say? If so, are they right?The teaching of grammar in schools has been around for a long time and has consistently been at the centre of debate over the course of history. Recently, The Times for Wednesday 19th January 2005 contained an article

Grammar Should be Secondary for Composition Teachers

1263 words - 5 pages formal writing environment. And so, I was elated to read Patrick Hartwell’s essay that contests that teaching grammar has a negligible effect on the development of a student writer (183). Clearly, there are different types of grammar, which Hartwell distinguishes in his essay. Borrowing from Francis’ “The Three Meanings of Grammar,” and his lengthy definition of grammar in three parts, Hartwell extends to the five categories of grammar. In

Grammar and Writing in the Classroom

767 words - 3 pages In the article entitled “How to Teach Grammar, Analytical Thinking, and Writing”, Lynn Sams (2003) voiced and suggested methods on how grammar and writing should be taught in the classroom. This article was published in the English Journal by the National Council of Teachers of English. Sams based her research on her 16 years of experience as a high school teacher and the instructional approaches she used with her sixth, seventh, eighth and

The Theme System in Functional Grammar

1312 words - 5 pages Name : Fahmia Nur Azizah SN : 1102730 Class : Edu 6B Course : Functional Grammar THE THEME SYSTEMA text essentially needs to have a defined structure and correlation among its sentences and ideas. In other words, it needs to be coherent and cohesive. One system of functional grammar concerning coherence and cohesion is the Theme system (Chiasuanchong, 2011), which is the realization of the textual metafunction of language (Emilia, 2014). As

Inductive Teaching Within My Grammar Lesson

1509 words - 6 pages journey in AKE 201, where I was supposed to plan a grammar lesson that had an inductive element in the it. I could not agree more that the timing was just right. I proposed a lesson on prepositions as the Primary twos were covering this grammar item as part of their syllabus. As I crafted out this lesson, I took the opportunity to incorporate the inductive approach as well as infusing the use of technology in this lesson. According to Borg (1999

Good Usage is Simply Correct Grammar

804 words - 3 pages Good Usage is Simply Correct Grammar What is good use? Does it even matter? Those are not easy questions to answer. Is good use just simply using correct grammar or is everyone who is using it just trying to speak above everyone else? What I mean by "trying to speak above others" is using large words, which you normally would not use, just to sound more intelligent than you actually are. I think the type of usage a person uses depends on

Similar Essays

Grammar Essay

2139 words - 9 pages Harvard School of English www.harvardenglish.ru about after again air all along also an and another any are around as at away back be because been before below between both but by came can come could day did different do does don't down each end even every few find first for found from get give go good great had has have he help her here him his home house how I if in into is it its just know large last left like line little long look made make

Grammar: The Final Frontier Essay

1941 words - 8 pages to grades and future plans. It counts for the majority of a language arts grade! All of this stress could have been prevented if grammar had been taken more seriously, but grammar can still be implemented. This is a wake-up call. Many students today struggle with finals, and they are not making this tedious testing period any easier. Yes, many study for hours, but are they studying the basics? Are they literate? Do they have a working knowledge

Generation And Grammar Essay

1041 words - 5 pages In today’s work places correct grammar is very important. How does texting and using modern technology to communicate with each other affect our grammar? I believe texting and instant messaging has screwed us in communicating. According to articles written by Susan Adams and Kyle Weins they believe younger generations are struggling with skills necessary to survive the modern workplace. There are many skills needed in work places many of these

Importance Of Grammar Essay

2405 words - 10 pages A. Introduction It is not uncommon to say that grammar instruction plays an important role in language teaching. Regarding the status and importance of grammar teaching, a variety of opinions have been made. Batstone (1994) states that “language without grammar would be chaotic: countless words without the indispensable guidelines for how they can be ordered and modified” (p. 4). More vividly, Wang (2010) makes two similes. She compares