This review learns the effects of teaching grammar has on writing

This review learns the effects of teaching grammar has on writing. It will analyze the theory of language transfer and make the necessary conclusion as to whether grammar teaching contributes to good writing skills in students. Scholars have proposed various theories to explain the process of language acquisition. The accuracy of spoken language contributes greatly to the accuracy of written language.
Teaching grammar to improve written language has generated a heated debate in the recent past as to whether it contributes to the development of good writing skills. Many scholars argue that expressive grammar, if well taught, can contribute to good student writing. However, whether grammar instruction helps improve an individual's writing skills depends on the first language of the person involved.
According to research by Ellis, Sheen, Murakami and Takashima (353), the initial grammar lesson period was too short for students to develop the necessary writing skills. The grammar lessons had little to offer on sentence construction.
In their writings, Ellis, Sheen, Murakami and Takashima (357) concluded that grammar does not play a major role in the development of an individual's writing skills and in most cases its contribution is negligible. Ellis, Sheen, Murakami, and Takashima (359) recommended that grammar be taught in a way that is applicable to real-life situations. Grammar, when taught in this way, will enhance students' ability to develop their writing skills.
Grammar should include teaching people sentence construction and word usage, unlike current lessons, which focus only on grammar instruction (Ellis, Sheen, Murakami, & Takashima 363). It should include studies that improve a student's ability to write grammar correctly and not just focus on making the student understand some memorization-based writing principles.
According to Truscott (257), the theory details the factors influencing second language acquisition. The theory states that a learner's first language greatly influences the process of acquiring a second language. If the student's first language is similar to the second language, the student will be able to understand the language faster than if the first language is different. In other words, a student will tend to use words and phrases similar to those in their native language as opposed to those words or phrases that are too different from those used in their native language (Truscott 259). Language transfer can take the form of grammar, word interpretation, or pronunciation.
Truscott (260) attributes second language acquisition speed to input received from the thinnest. Furthermore, Truscott (262) states that for an individual to acquire proficiency in a foreign language, he must have been in a foreign country where the language is widely used.
In their article entitled The Effect of Teaching English Grammar (Syntax) on the Accuracy and Quality of Written Composition for Children 5-16 Years, Andrews, Beaverton, Locke, Low, Robinson, Torgerson and Zhu (48 ) postulate that the interaction it helps a person to develop their writing skills.
If an individual uses a second language that he or she intends to learn during interactions with peers, there is the likelihood that writing skills will easily be developed and thus become easy to learn. The output is another factor that this theory emphasizes on (Andrews et al. The effect of grammar teaching (syntax) 50). Output and constant feedback to learners is also a vital factor that helps learners in the acquisition of skills in second language learning.
However, according to Nassaji and Fotos (129), teaching grammar to persons who wish to learn a second language may have an impact on the learners’ writing skills if well taught. Though the research carried out to determine whether grammar teaching contributes to the development of writing skills for students is limited, there are indications from the little available research that grammar contributes less to writing skills (Nassaji and Fotos 135).
In the recent past, teachers have differed greatly on this issue. For expressive grammar to be effective in achieving the desired results, it must be linked to proper usage, and it should mainly focus on the problems that learners face in their writing. Conventionally, learning how to write and especially in a second language is normally an arduous task for beginners.
Therefore, instructors and teachers should major on developing the grammatical aspect of learning, which in most cases are very critical in communication. According to Nassaji and Fotos (138), different scholars have conducted different researchers, and they have all concluded that grammar instruction, which is separate from writing instruction, does not improve the students’ writing competence.
Also, “research indicates that the transfer of formal grammar instruction to writing does not apply to larger elements of composition (Nassaji and Fotos 138). Therefore, Nassaji and Fotos (141) propose four important grammatical concepts, viz. the sentence, inflection, tense, and agreement.
Tutors and teachers should not overstress the need to grasp grammatical elements at the expense of allowing the students to apply what they have learned in their writings.
Works Cited
1. Andrews, Richard, Sue Beverton, Terry Locke, Graham Low, Alison Robinson, Carole Torgerson, and Die Zhu. “The effect of grammar teaching on writing development.” British Educational Research Journal
2. Bitchener, John, Stuart Young, and Denise Cameron. “The effect of different types of corrective feedback on ESL student writing.” Journal of second language writing
3. Ellis, Rod, Younghee Sheenc, Mihoko Murakamid, Hide Takashimae. “The effects of focused and unfocused written corrective feedback in English as a foreign language context.”
4. Truscott, John. “The effect of error correction on learners’ ability to write accurately.” Journal of Second Language Writing