Discourse Grammar and English Language Teaching - Article Example

They cite that the criterion is based on descriptive and pedagogical problems that exist in grammar which are beyond the sentence-based approach to deal with. They identify two areas in which discourse grammar might be of great importance. In their argument, they note that the discourse upon which insights are based must not only be that of a given section of a community speaking British English. This is in connection to the culturally and contextually influenced, idiomatic, interpersonal nature of the widely used language which is to be accepted for teaching internationally.

They further press on the need for teachers to have the materials that will be able to provide enough background on linguistics and context that will boost their confidence in what they are using. Throughout the article, Rebecca Hughes and Michael McCarthy have argued that pedagogy of the English language should be able to foster a view of grammar teaching which is practice-driven. This is where the teacher is empowered to take an active part as well, as to make an informed view of the features they should present to the learners and in the best way possible.

This is their argument does not mean to imply that the discourse-based and the traditional approaches are exclusive but that a wisely chosen combination will definitely be in most situations the best course of action enabling the teacher to tackle in their best way the complexities of English Grammar.