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The interesting thing about grammar is that it is an explanation of language structure not so intuitively grasped as is natural language acquisition. In other words, we don't principally or naturally learn a language by studying grammar. Therefore, for many people the grammatical rules of their own native language can, ironically, be rather confusing, as one must "learn" the structure and taxonomy of a language they already know. This situation is a double-edged sword for secondary-language acquisition. During instruction, I imagine that teaching grammar is an essential starting point in defining the rules of the language game, however one could also get bogged down in the technical weeds; we are of course teaching a language, not linguistics. It might be best to introduce a grammatical rule to students in its must rudimentary form, but then really try to teach by example. Once a student grasps the fundamental rule, the grammar point may continue to be used a reference. The chapter seeks to lay out the fundamental building blocks for English grammar and in doing so in fact tested my own understanding of the terms. Even such simple concepts, such as countable versus uncountable nouns can be conceptually tricky. "Chicken is for dinner." While this statement expresses the existence of chicken (uncountable noun), one can nonetheless imagine a countable situation: "How many chickens are we serving for dinner?" (countable noun). In a teaching scenario, I might show examples to two similar sentences to show how the grammatical structure changes the meaning of the message. The quick overview the unit reveals that even simple more complicated than at first glance!
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