Vol. 3, Iss. 1, 2019

Language change and grammar teaching books in EFL

Anastasia Balla, Aristotle University of Thessaloniki, Greece
Published online: 19 April 2019, JCETR, 3(1), pp. 15-20.

URN: urn:nbn:de:0111-pedocs-189665, DOI: 10.5281/zenodo.3598688

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Abstract: The present study investigates the changes that English Grammar has undergone throughout the last four decades and how these alterations are depicted in Grammar Teaching Books. The conduct of the current study based not only on the analysis of printed material and electronic sources that examine language change and variation in contemporary English but also on the employment of actual Grammar Teaching Books, used for the acquisition of English as a second or foreign language. A vast number of valuable and reliable articles and books functioned as the theoretical background of the research Through the comparison and contrast between the presented theory and the grammatical exercises, it was found out that the English we speak now is not the same language with what speakers used some years ago. The fact that a language undergoes changes is an unavoidable process, which is marked by the emergence of some forms and the disappearance of the weaker and less common ones. Thus, the inevitable and continuous nature of such changes render their investigation as an effective and useful pedagogical tool that has to be taken into consideration in the learning and teaching process of English as a second or foreign language.

Keywords: Language Change, Grammar Teaching Books, EFL