UNIVERSIDAD NACIONAL MAYOR DE

SAN MARCOS

COURSE: MORPHOSYNTAX

TEACHER: Mg. MARLENE CHVEZ VIVANCO

THE GREAT IMPORTANCE OF MMORPHOLOGY AND SYNTAX IN THE

FORMATION AS TEACHERS IN THEIR EVERYDAY PRACTICE IN THE
CLASSROOM

STUDENT: PERCY JOSELIN COSME CCERES

GROUP: D

SEMESTER: V

ACADEMIC YEAR: 2012 1

CIUDAD UNIVERSITARIA, SEPTEMBER 2014

THE GREAT IMPORTANCE OF MMORPHOLOGY AND SYNTAX IN THE
FORMATION AS TEACHERS IN THEIR EVERYDAY PRACTICE IN THE
CLASSROOM

Nowadays, we live in a society which demands well prepared citizens in many

aspects of life, and talking about knowledge is the same as talking about power.
They have become little by little equivalent. In this context, English knowledge
is considered a requirement in many fields, for this reason English is taught as
one of the most important subjects, not only in schools but also in universities
where the number of hours have increased significantly. That is why; most of
the institutions want to have well prepared English teachers who are able to
combine not only methodology but also knowledge. And all we have said is
linked with the study of Morphology and Syntax also known as Morphosyntax.
Definitely it is not possible to address Morphology without knowing Syntax too
as part of it, because they complement each other and share a great link.
Learning English means acquiring certain skills such as having good
vocabulary awareness, being competent at reading, writing a variety of papers,
listening and speaking. All of these abilities are connected, and as teachers
what we want to achieve in class is to integrate these skills so that students can
produce the language fluently and accurately. Certainly, most of our vocabulary
knowledge has been made possible due to our awareness of Morphology; it is
known that the more morphological rules and tips you know the better
vocabulary you will acquire. Besides, the ability to read involves decoding
material, constructing sentences and messages semantically and grammatically
correct.

Morphosyntax is attracting more and more the interest of teachers. A language

cannot develop without a well established theory of word and sentence
formation. We are as teachers very concerned of the acquisition of the rules
that govern the language. It is not possible to look into the human brain so as
to watch how it processes language. Word formation started to attract the
attention of linguists as a consequence of Chomskys publication in 1970,
Remarks on Nominalization, which cost one of the most important divisions in
the linguistic field among the supporters of lexical principles. Linguists
succeeded in the identification and analysis of the units of language from the
simplest, the phoneme, to the most complex, the sentence, including the
intermediate ones such as the morpheme and the word. We want our students
to develop a linguistic competence of the language, so that they can be able to
produce an infinite number of sentences.

Not only linguists and psychologists but also teachers are interested in
morphology because they expect it to be a good means to find out more about
the strategies the speakers use in order to increase their lexical capacity. In
some circumstances in their daily life speakers have to coin new words which
they use to express their thoughts. Having known this, we try to capture the
underlying knowledge which allows native speakers to form new lexical units to
aid to produce new alternatives to learn languages which are more saving time
and effort than those we are using now and it will permit its application to
artificial intelligence. It is said that the grammar of the language is the formal
representation of the knowledge students of a foreign language have. It
accounts for the capacity of the production of a vast number of utterances,
many of them new, and to interpret all those which reach their ears or eyes
even if it is the first time they come across them.

While it is important that as teachers we have a good knowledge of the syntax

and morphology of English grammar, these are not terms that are used in the
classroom. It does not mean that grammar is not of great importance in any
language, it clearly is, rather that we need a more learner-friendly way to
approach the teaching of grammar in the classroom. As a general rule teachers
need to contextualize any new language items they introduce, this is particularly
important for verb tenses, which form a large part of any grammatical syllabus.
The contextualization helps the learners to understand the meaning of the
grammatical item and to explore its use. Having established this, teachers can
focus on form, the way the particular structure being studied is made up.

It is true that the role of grammar in communicative language teaching suggests

an uneasy relationship between two elements: called, grammar on the one
hand, and communication on the other. But we must be aware of the fact that
because all languages are characterized by certain components such as
phonetics, phonology, morphology, syntax and semantics, by definition,
language does not exist without grammar. Considering grammar with all its
components helps us as English teachers have a better idea of the complexity
of what it means to know the grammar of a language. Clearly, the aim of
language learning in the communicative classroom is to get the learners acquire
the grammar of the second language in its broadest sense, to enable them to
understand and make meaning; which is the same as to say to become
proficient users of the second language. Additionally, to help students achieve
that competence we must encourage them to solve problems together as best
as they could, using the teacher as a resource.

However, according to linguists, teaching grammar is often seen as establishing

the 'correct' way of speaking and writing. It has become clear in language
teaching that grammar is viewed as a tool or resource to be used in conveying
meaning and comprehending other people's messages. At present, more and
more teachers have begun to pay attention to the spoken language and
discourse structure. They are also aware of the significance of teaching
grammar within context, using meaningful and purposeful communicative
approaches. Many linguists and researchers have given support to grammar
instruction in ESL and EFL language teaching and learning. For instance,
according to Hannan, without grammar, learners can communicate effectively
only in a limited number of situations and grammar is highly valuable as an
important part of the study of language, of ideas, and of writing. Besides, he
points out that grammar reflects the power and order of the human mind and it
also helps us to understand the diversity of human culture. Another
representative figure is Garner who believes that grammar gives us a means to
analyze and describe our language. Furthermore, many EFL learners in
Thailand who want to further their studies abroad still have to take an intensive
course in grammar in order to pass such exams as the Test of English as a
Foreign Language(TOEFL) and the International English Language Testing
System(IELTS). Research in second language acquisition, as noted by Celce-
Murcia(1991), indicates that post pubescent adolescent adults need to pay
attention to the form of the target language. If they do not, they ultimately
develop an incomplete and imperfect interlanguage that reflects learning
problems.
To sum up, firstly the knowledge of morphology can be applied among the
teachers to increase their vocabulary, detect the changes of word classes, know
the word origins and enhances the teachers mind to think creatively.
Morphology brings a lot of benefits to the learners as well, because it helps to
understand English vocabulary and grammar better. Secondly, syntax helps
teachers understand the way in which words are put together in sentences and
paragraphs so that we can instruct our students properly about the way
messages are made just when they are becoming ready to talk and write in
English. Finally, when presenting grammar teachers should be aware that they
teach grammar but not teach about grammar or as Lewis(1986) states
"language learning is more important than language teaching". Besides, the
main goal in grammar teaching is to enable learners to achieve linguistic
competence and to be able to use grammar as a tool or resource in the
comprehension and creation of oral and written discourse efficiently, effectively,
and appropriately according to the situation. We as teachers have to take into
account that the discovery will be easier and more appealing if students are
provided with context and both the teacher and learners are involved in the
language acquisition.
REFERENCE

http://www.colorado.edu/ling/CRIL/Volume17_Issue1/paper_HODGES_KRUGL
ER_LAW.pdf

http://rua.ua.es/dspace/bitstream/10045/5487/1/RAEI_04_04.pdf

http://www.mhhe.com/socscience/foreignlang/conf/grammar.html

http://www.philseflsupport.com/grammarnlexis.htm

https://www.teylj.org/service/course_E/modules/2/s3_tast10_6_TheTeachingOf
Grammar.htm