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43 views5 pages

Concept-Paper LED 400

Uploaded by

Domomo XD
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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The Role of Syntax in Modern

Language Teaching: Enhancing


Communication and Learning

Prepared by:
Christian Roy B. Libao
LED 400 (4594)
Introduction

In the ever-evolving landscape of language education, one crucial area that


continues to hold significance is syntax: The study of sentence structure and the rules
governing the arrangement of words in a language. Syntax is a core component of
linguistic competence, as it allows speakers to construct coherent and meaningful
sentences. In language teaching, understanding syntax is essential because it forms
the backbone of effective communication so that the learner can be effective
communicators. This concept paper will explain the relevance of syntax in language
teaching today, examining how its integration can enhance learners’ linguistic abilities,
communication skills, and overall language proficiency.

The Importance of Syntax in Language Learning

Syntax provides the structural foundation that enables learners to organize


words into grammatically correct and meaningful sentences. A clear understanding of
syntax helps students move beyond memorizing vocabulary and focus on how to
express thoughts, ideas, and emotions. It allows them to grasp how sentence
elements such as subjects, verbs, objects, and clauses interact within the framework
or structure of a language.

For example, in English, the standard subject-verb-object (SVO) order plays a


vital role in sentence clarity and meaning. Teaching students to recognize and apply
these rules helps them to express themselves more fluently and accurately. Moreover,
syntax awareness fosters reading comprehension and writing skills, enabling students
to analyze and produce more sophisticated texts. This is especially important in the
current era of global communication, where mastering the syntax of a language allows
students to engage with diverse audiences effectively (Liu & Zhang, 2014).

Syntax and Language Acquisition Theories

Syntax plays a crucial role in several language acquisition theories, which in


turn influences modern language teaching practices. According to Noam Chomsky's
theory of Universal Grammar, all humans possess an innate ability to acquire the
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syntactic structures of any language (Chomsky, 1957). Understanding this concept
has led language educators to recognize that teaching syntax taps into students’
natural language faculties, accelerating the process of acquiring a language.

Stephen Krashen’s Input Hypothesis (1982) also highlights the importance of


syntax in learning. He explains that language learners acquire syntactic structures
more effectively when exposed to "comprehensible input” language that is slightly
above their current proficiency level. For this reason, language teachers must present
syntactic structures in meaningful contexts, helping students gradually internalize and
use them in communication (Ellis & Shintani, 2014).

Approaches to Teaching Syntax

Today, language educators utilize a variety of approaches to teach syntax.


Traditional methods, such as explicit grammar instruction, remain valuable,
particularly for adult learners who benefit from rules-based learning (Spada &
Lightbown, 2013). However, modern communicative language teaching (CLT)
approaches emphasize the functional use of syntax within authentic communication
contexts. Instead of focusing solely on pure memorization of rules, CLT encourages
students to practice syntax through conversation, role-play, and task-based activities
that simulate real-life scenarios (Richards, 2015).

Additionally, technology has enhanced the teaching of syntax through


language-learning software and apps that provide instant feedback on sentence
structure. These tools allow students to experiment with syntax in a low-pressure
environment, fostering autonomous learning and greater engagement (Godwin-Jones,
2018).

Challenges and Solutions

Despite the importance of syntax, teaching it can present some difficulties.


Some students may find the abstract nature of syntactic rules difficult to grasp,
especially in languages with complex structures. Age is also a factor, with learners in
higher age brackets having more difficulty acquiring syntactic rules. To address this,
3
educators can employ visual aids such as sentence diagrams or tree structures, which
make the relationships between sentence components more tangible (Uccelli et al.,
2015). Furthermore, contextualizing syntax through stories, conversations, and
multimedia can help learners see its relevance to everyday communication (DeKeyser,
2013).

Conclusion

Syntax remains a cornerstone of language teaching in the present time. By


equipping learners with a strong grasp of sentence structure, educators can enhance
students’ ability to communicate effectively, comprehend complex texts, and engage
in meaningful language use. As language education continues to evolve, integrating
both traditional and modern approaches to teaching syntax will ensure that students
develop the linguistic competence necessary for success in a globalized world.

References

Chomsky, N. (1957). Syntactic structures. Mouton.

DeKeyser, R. (2013). Age effects in second language learning: Stepping stones toward better
understanding. Language Learning, 63(S1), 52–67. https://doi.org/10.1111/j.1467-
9922.2012.00739.

Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language
acquisition research. Routledge.

Godwin-Jones, R. (2018). Second language writing online: An update. Language Learning &
Technology, 22(1), 1–15. http://llt.msu.edu/issues/february2018/emerging.pdf

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon


Press.

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Liu, N., & Zhang, L. J. (2014). An exploration of language learners’ self-efficacy beliefs in the
context of autonomy-supportive learning environment. Foreign Language Annals, 47(4), 674–
694. https://doi.org/10.1111/flan.12115

Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.


Spada, N., & Lightbown, P. M. (2013). How languages are learned (4th ed.). Oxford
University Press.

Uccelli, P., Dobbs, C. L., & Scott, J. A. (2015). Mastering academic language: Organization
and stance in the persuasive writing of high school students. Written Communication, 30(1),
36–62. https://doi.org/10.1177/0741088312469013

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