Prescriptive vs. Descriptive Grammar: Key Differences
Prescriptive Grammar
- Describes the regularities which underlie the structure of languages and varieties.
- Does not take dialectal variation into account.
- Does not take into account the differences between styles (written/spoken).
- Does not take the natural evolution of languages into account.
- Imposes rules, sometimes borrowed from other languages.
- Interested in telling people how they should speak.
- No distinction between formal/informal situations.
- Some varieties are considered inferior.
- The varieties of language associated with social and geographical factors are not taken into account.
- Their prescriptions are frequently descriptively inaccurate.
- They do not accept that all varieties are systematic and are based on structural regularities.
- They focus on small and easily specifiable parts of the language.
- When more than one alternative is possible, one is the correct and the others tend to be considered substandard.
Descriptive Grammar
- Based upon social, political, and commercial considerations.
- Interested in the organization of language in people’s brains.
- They accept the optional variety inherent in language.
- They attempt a comprehensive description of language.
- They reject the idea that one language, dialect, or variety is superior/inferior to others.
- They try to be descriptively adequate.
- They try to isolate something common to all languages that must be part of the cognitive system.
- They try to make explicit the rules speakers acquire when learning a language and explain them.
- They use the grammatical/ungrammatical contrast in a descriptive way.
- They view prescription as an issue which lies outside the discipline of linguistics.
Metalinguistic Awareness for English Teachers and Learners
Metalinguistic awareness is about being aware of language structures and being conscious of the use of those structures. It involves making explicit what we know implicitly. For the teacher of English, being aware of the language he or she is using and how that language works is fundamental because it helps in explaining it to his or her students. For the learner of English, it is important because the more aware of the language and its functions someone is, the better use they will make of it.
Linguistic Competence for English Teachers and Learners
Linguistic competence is the system of linguistic knowledge. It enables speakers to produce and understand an infinite number of sentences. It is useful for distinguishing grammatical sentences from those which are ungrammatical. A teacher has to know how to use the language and how to explain it to his/her students so they are able to obtain linguistic competence.
Correct Spelling: Specialize or Specialise? Advise or Advice?
In the case of specialize and specialise, both are correctly spelled. Specialize is used in American English, and specialise in British English. However, advise and advice have different meanings. Advise is a verb meaning to counsel, while advice is a noun meaning a suggestion for a beneficial course of action.
Gradable vs. Non-Gradable Adjectives: ‘Sure’ and ‘Angry’
It is not correct to say “I’m completely sure” because sure is a non-gradable adjective. Non-gradable adjectives cannot vary in intensity or grade. They are already extreme, absolute, or classifying. In this case, sure would be classifying. Angry is a gradable adjective, meaning it can vary in intensity or grade. For example, you can be:
- Extremely angry
- A little angry
- Very angry