Fundamentals of English Grammar,
Full Text
by Betty Schrampfer Azar
Good
for Grammar Fundamentalists; Weaker than Murphy,
This "classic" ESL text,
recently updated with green headlines and green tinted pages
in the appendix, remains a favorite among English grammar
fundamentalists. This thick book offers the drill and kill
approach to learning languages with far too much time spent
on minor differences of more interest to linguists than
to ESL students wanting to read, write, and speak English.
What is the goal, anyway?
Yet even if one believes
in dwelling on the smallest details of some idealized use
of the English language, I'd hestitate to recommend to either
the second or third versions. Why?
"Fundmentals" costs far too much, weighs too much,
and contains far too many impractical exercises of limited
practicality. Teachers may find the grammar puzzles fascinating,
but students usually want to learn grammar so they can use
the language.
In comparision, Raymond Murphy's "Grammar in Use"
series (Cambridge University Press) provides far clearer
examples, a simpler format, and a more logical format. It's
also ideal for self-study since lesson's answers can be
found in the back.
Plus, the "Grammar in Use" books cost far less.
Administrators and teachers, especially ones working with
immigrants and refugees, should consider price and practicality
when choosing texts.
Granted, this "classic" text makes more sense
in elite, private programs where wealthy studdnts are preparing
for the TOEFL test outside of the United States. Yet immigrants
and refugees, however, don't need, want, or have the time
to master these often silly distinctions without a difference.
They need practical readings and compelling conversation
exercises that help them get better jobs, make smarter consumer
choices, and fully participate in the society. Ms. Azar's
book provides almost no assistance to immigrants as they
struggle to create new lives in an often confusing, strange
land.
Finally, I must confess that I don't like fundamentalists
in religion or language study. The same excessive zeal and
narrow-mindedness that can distort and pervert rich religious
traditions can be detected in the Fundamentals of English
Grammar. Ms. Azar wants new English readers to write - and
speak - far "better" and more "correct"
than the vast majority of native English speakers. She advocates
a fossilized view of the English language where innovation,
slang, and change are all "corruptions" and "wrong."
Let's just throw away the last century of art, film, and
literature!
How can we, as English teachers, ask our immigrant students
to write and speak better than of the President of the United
States?
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