INFLUENCE OF PRESCRIPTIVE GRAMMAR ON LANGUAGE AMONG STUDENTS

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INFLUENCE OF PRESCRIPTIVE GRAMMAR ON LANGUAGE AMONG STUDENTS

Abstract

This study investigates the influence of prescriptive grammar on language use among students in secondary education. Prescriptive grammar, characterized by strict rules and conventions governing language usage, plays a significant role in shaping students’ writing and speaking skills. Utilizing a mixed-methods approach, the research incorporates quantitative surveys and qualitative interviews to explore students’ attitudes toward prescriptive grammar and its impact on their language proficiency. The findings indicate that a substantial majority of students perceive prescriptive grammar as beneficial, enhancing their grammatical accuracy and boosting their confidence in communication. However, the study also reveals that anxiety related to grammatical correctness can inhibit language production, suggesting the need for a balanced approach to grammar instruction. Additionally, socio-economic factors are found to influence students’ attitudes toward prescriptive grammar, highlighting the importance of tailored educational strategies. The research concludes with recommendations for educators to adopt inclusive grammar teaching practices that recognize the dynamic nature of language while fostering students’ understanding and application of grammatical rules. This study contributes to the discourse on grammar education and emphasizes the critical balance between prescriptive norms and communicative competence in language learning.

Chapter One: Introduction

1.1 Background of the Study

Language serves as a vital tool for communication and expression in various contexts, including academic, professional, and social settings. In the realm of education, grammar holds a significant place, particularly prescriptive grammar, which outlines the conventional rules and structures governing language use. Prescriptive grammar aims to establish standards for correct language use, guiding learners in developing their writing and speaking skills. This chapter presents the background of the study, the problem statement, research objectives, research questions, significance of the study, and the scope and limitations of the research.

1.2 Problem Statement

Despite the recognized importance of grammar in language acquisition and proficiency, there exists a considerable debate regarding the effectiveness and relevance of prescriptive grammar in contemporary education. Many educators question whether strict adherence to grammatical rules enhances or hinders students’ ability to communicate effectively. Furthermore, students often experience anxiety and frustration related to grammatical correctness, which can impact their willingness to engage in language activities. This study aims to explore the influence of prescriptive grammar on students’ language use, examining both the positive and negative effects of grammatical instruction on their communication skills.

1.3 Research Objectives

The primary objectives of this study are as follows:

To assess students’ attitudes toward prescriptive grammar and its perceived impact on their language skills.

To examine the role of prescriptive grammar instruction in enhancing students’ writing and speaking abilities.

To investigate the relationship between socio-economic status and students’ perceptions of prescriptive grammar.

To explore the challenges students face in adhering to prescriptive grammatical rules.

1.4 Research Questions

This study seeks to answer the following research questions:

What are students’ attitudes toward prescriptive grammar and its influence on their language use?

How does prescriptive grammar instruction affect students’ writing and speaking skills?

In what ways does socio-economic status influence students’ perceptions of prescriptive grammar?

What challenges do students encounter when applying prescriptive grammatical rules in their communication?

1.5 Significance of the Study

The findings of this study will contribute to the existing body of knowledge on grammar education by providing insights into the role of prescriptive grammar in language development among students. Understanding students’ attitudes and experiences with prescriptive grammar can inform educators’ instructional practices, promoting a more effective and supportive learning environment. Additionally, the study highlights the need for balanced grammar instruction that accommodates diverse student backgrounds and learning needs, ultimately enhancing language proficiency and confidence in communication.

1.6 Scope and Limitations of the Study

This study focuses on secondary school students, particularly those enrolled in English language courses. The research will be conducted in selected schools within a specific geographic area, which may limit the generalizability of the findings. Additionally, while the study aims to explore various factors influencing students’ perceptions of prescriptive grammar, it may not capture all contextual variables that impact language learning. The reliance on self-reported data from surveys and interviews may also introduce biases, as participants might provide socially desirable responses.

1.7 Definition of Key Terms

Prescriptive Grammar: A set of rules and guidelines that prescribe how language should be used in formal contexts, focusing on correct syntax, morphology, and punctuation.

Language Proficiency: The ability to communicate effectively and accurately in a language, encompassing both receptive (listening and reading) and productive (speaking and writing) skills.

Socio-economic Status: An individual’s or group’s economic and social position relative to others, often determined by factors such as income, education, and occupation.

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