Abstract:

The most common reason for teaching grammar as a system for analyzing and diagramming sentences has been to accomplish some practical aims especially the improvement of writing For a few decades however research has demonstrated that the teaching of grammar rarely accomplishes such practical goals and grammar is taught as if it were the same as the language skills—listening speaking reading and writing— and as if the language were only grammar Chen 1999; and Rosen 1987 According to the studies carried out in this field it is seen that even though several learners seem to learn grammatical rules well some seem to retain them and still very few seem to transfer the language rules they have learned to improving or editing their writing The main reason is considered as resulting form the fact that the tendency in teaching grammar is to diagram the structure of the language in sentence forms and to practice all the forms by heart; however diagramming sentences is generally thaught to teach nothing beyond the ability to diagram the structure of the language they are learning The impressive fact is that in all these studies the results have been consistently negative so far as the value of grammar in the improvement of language expression is concerned Surely there is no justification in the available evidence for the great expenditure of time and effort Therefore in this study the impact of using grammatical rules in the form of analytical content abilities—in writing—will be presented Key words: Grammar grammatical rules writing

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