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Grammar is not an end in itself. For all linguistic phenomena that can appear in other forms, one must ask why the phenomenon is universal, but the form is different. So it is with the grammar check sentences. Every language has to have a grammar. But grammar varies from language to language. So it seems that grammar brings a significant advantage to a language or a community of speakers, but that the form does not necessarily have to appear in that form (which can then only be explained by historical developments and certain randomness).

But what does grammar do?

 

NORMATIVE AND DESCRIPTIVE GRAMMAR

First of all, one has to distance oneself from the argument that one has to be able to speak properly. For “neat” is a mostly purely normative term when it appears in a discussion. Nonetheless, one must state that a certain truth is nevertheless in this context: grammar orders.

Secondly, in the wake of the first point, one has to distance oneself from the fact that a wrong grammar is not a grammar at all. If grammar is a system of order for grammar check sentences, then there are also private orders that may not agree with the official grammar, but nevertheless are unrecognized regular.

Third, one can often find in everyday language that grammatical rules are only applied rudimentarily or wrongly, even if the person’s literacy skills are excellent.

So one has to distinguish between a normative and a descriptive concept of grammar. The descriptive concept of grammar encompasses all phenomena of linguistic orderliness. In contrast, the normative concept of grammar refers to a didactic of a grammar, as it makes sense in a cultural sphere.

 

PROBLEM ORIENTATION OF THE TWO GRAMMATICAL TERMS

The gap between the two grammatical concepts must be closed in some way. For the first concept of grammar, the descriptive, aims at the following questions: first, how the orders in language relate to the respective world construction of a human being, and how ordered language and ordered world influence each other; second, how to observe the language, however private it is.

The second, normative concept of grammar check sentences, on the other hand, must be supported by ethical conclusions: why a grammar shared by many people is important and correct for the coexistence of an individual with other people. – To insist here on the purely normative context, and possibly to let this play into the semantics of the elite, shuts off the ethical discussion on a pure power and threatening gesture.

 

UNQUESTIONABLE COMMUNICATION

So grammar is not a tormenting circumstance, but a construction tool for conventional ideas.

Incidentally, such conventional ideas are not conservative, but are part of the foundation of a community. They serve an unquestionable understanding. You can see this critically and should that too. Unquestioning is unquestioning, not truth and not necessarily ethically correct. On the other hand, unquestioning communication is always fast-paced and often has a situational advantage, especially if you have to act swiftly (quickly, relatively speaking: you can discuss a wage increase of 3% for weeks, but the work has to be done anyway).

 

CONTROLLABILITY OF THE WORLD OF MEANING

In addition, one can say that the grammar is much easier to control than the ideas. Grammar regulates the ideas, be it that the ideas are driven in a certain direction, be it that the grammar and the idea are dissonant with each other and thus forced to a specification.

Larger world contexts are not possible without grammar. In order to imagine a complex world, one must bring its elements into a sufficiently structured, but also sufficiently open environment. Such a milieu offers itself with a grammatically formed language.

 

FORMALIZED LANGUAGES

Languages ​​that are even more formalized, such as mathematics, are helpful in grammar. Mathematical formulas react sharply to secular facts. But precisely through this sharp selection, they enable certain trains of thought and constellations that are difficult to express without formalization.

Likewise, the structural trees are not everyday grammar nor – even if certain people (some teachers) assert that – correct grammar. Chomsky invented this formalization to create a kind of dissonant model of everyday grammar check sentences. In the end, Chomsky wanted to know how meaning emerges in sentences, so the goal was semantics. However, the grammar was so much needed help that his real research interest disappeared behind it. One finds a grammar in the structure trees, more precisely, the Chomsky grammar, but not as a theory, but as a practice of ordering sentences. The ideal speaker who does grammar in this way does not exist. He is just as construction as the structure trees.

 

WITH GRAMMAR CHECK SENTENCES

Furthermore, one must move the dysogrammatism research a bit. The word dysgrammatism refers to a disturbance of the normative grammar, but not to a disturbance of the descriptive grammar. Even people with dysogrammatism have a grammar. Only this grammar check sentences cannot pretend a correctness. It is certainly a task of pedagogy to act normatively and practice the official rules. But the other task of pedagogy is to reconstruct the respective private rules of a dysgraduate when it comes to pedagogical diagnostics and to make them usable for pedagogical action.

Often, specific learning disabilities or developmental delays are blamed for the dysogrammatism. For example, the retardation in cognitive processing or the delayed acquisition of rules is regarded as causes of dysgrammatism. Disturbances in the perception of temporal sequences are also the cause.

Here, however, we encounter the same problem everywhere: cognitive processing can only be delayed if there is a standard from which this retardation can be established. The same applies to rule acquisition and time sequences.

Therefore, it should be a scandal that the individual orderliness of a grammar, however unadapted, complicates the classification as handicapped. But you have to consider a disability as a double term. On the one hand, it is attributable to pathology, which here, with whatever right, assigns itself to itself: pathologies are often based on constructed scales. On the other hand, the concept of disability is institutional in that it makes selections in the school career and allocation of resources. Both terms are entangled in practice, but need not necessarily interlock in this way as it happens today.

The normative-institutional entanglements must therefore not be rejected. But they often foolishly ignore the fact that individual order deserves some respect, that their reconstruction promotes understanding of individual points of view, and that grammar support should not be hopelessly derived from a pathological event, but from an ethical understanding: one must To expect a child with dysgrammatism to be as close as possible to the normative grammar in order to be able to participate in its functional advantages: gaining speed, unquestioning understanding, specifying the rules of presentation, participating in a jointly structured world.

 

REASON FOR GRAMMAR LESSONS

Grammar lessons are necessary. A normalized grammar check sentences is necessary for a language community. Only the reasoning does not suit me. Not only must be discussed at all – and the talks with my son show me this clearly – it must also be discussed in more detail than you will find in numerous articles and books. (But of course there are excellent books, no doubt, and of course, science is a process that only ever reaches selected intermediate levels.)

Although it can be very difficult and time-consuming to learn grammar rules, it is worth the effort in the long run to make the flow of language sound more natural. A sole focus on grammar, however, would be missed, since you must have internalized in addition to the theoretical knowledge and its use in everyday or professional situations. So theory goes hand in hand with the application of language. For this reason, OISE’s courses are designed to promote oral and written communication, supported by grammatical explanations. Here’s why learning grammar check sentences is essential and will help you fluently speak English.

 

A PROFOUND KNOWLEDGE OF ENGLISH GRAMMAR MAKES THE LANGUAGE MORE AUTHENTIC

Even if you have a wide range of vocabulary and your pronunciation is immaculate, using the wrong tense or small grammatical errors will affect the linguistic image. This can be seen as insecurity or malaise in the foreign language. The knowledge of the chinese spell checker and the application of the right grammar help you to express your self-confident appearance through your English.

 

THE UNDERSTANDING OF SPEECH PATTERNS SUPPORTS FLUID EXPRESSION

The nice thing about grammar check sentences is that only the rules have to be learned and then recalled. Once the grammar is internalized, it can be used for a lifetime. As you understand the rules, your ability to make sentences faster and easier also increases. As a result, you can express yourself more fluently and understandably.

 

HOW GRAMMAR DIFFERS IN DIFFERENT LANGUAGES

Due to its geographical proximity, it is self-explanatory that English is more similar to European languages ​​than, for example, Mandarin or Arabic. English is a West Germanic language and is therefore related to German, Frisian and Flemish. Individual words are derived from other European languages.

English differs from the majority of other European languages ​​in that there are no gender specific articles. Although it facilitates the acquisition of the language in some way, it may seem strange to learners from Europe. Furthermore, there are not too many inflections in English, which makes learning easier.

The tenses can be a challenge although English does not use too many inflections; there are different times that make it harder for the learner to acquire the English language. There are also the differences between for / since, some / any, conditional sentences, non-plural words, and much more.

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