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Traditional grammar
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Traditional grammar
Traditional grammar (also known as classical grammar) is a framework for the description of the structure of a language or group of languages. The roots of traditional grammar are in the work of classical Greek and Latin philologists. The formal study of grammar based on these models became popular during the Renaissance.
Traditional grammars may be contrasted with more modern theories of grammar in theoretical linguistics, which grew out of traditional descriptions. While traditional grammars seek to describe how particular languages are used, or to teach people to speak or read them, grammar frameworks in contemporary linguistics often seek to explain the nature of language knowledge and ability common to all languages. Traditional grammar is often prescriptive, and may be regarded as unscientific by those working in linguistics.
Traditional Western grammars classify words into parts of speech. They describe the patterns for word inflection, and the rules of syntax by which those words are combined into sentences.
Among the earliest studies of grammar are descriptions of Sanskrit, called vyākaraṇa. The Indian grammarian Pāṇini wrote the Aṣṭādhyāyī, a descriptive grammar of Sanskrit, sometime between the 4th and the 2nd century BCE. This work, along with some grammars of Sanskrit produced around the same time, is often considered the beginning of linguistics as a descriptive science, and consequently wouldn't be considered "traditional grammar" despite its antiquity. Although Pāṇini's work was not known in Europe until many centuries later, it is thought to have greatly influenced other grammars produced in Asia, such as the Tolkāppiyam, a Tamil grammar generally dated between the 2nd and 1st century BCE.
The formal study of grammar became popular in Europe during the Renaissance. Descriptive grammars were rarely used in Classical Greece or in Latin through the Medieval period. During the Renaissance, Latin and Classical Greek were broadly studied along with the literature and philosophy written in those languages. With the invention of the printing press and the use of Vulgate Latin as a lingua franca throughout Europe, the study of grammar became part of language teaching and learning.
Although complete grammars were rare, Ancient Greek philologists and Latin teachers of rhetoric produced some descriptions of the structure of language. The descriptions produced by classical grammarians (teachers of philology and rhetoric) provided a model for traditional grammars in Europe. According to linguist William Harris, "Just as the Renaissance confirmed Greco-Roman tastes in poetry, rhetoric and architecture, it established ancient Grammar, especially that which the Roman school-grammarians had developed by the 4th [century CE], as an inviolate system of logical expression." The earliest descriptions of other European languages were modeled on grammars of Latin. The primacy of Latin in traditional grammar persisted until the beginning of the 20th century.
The use of grammar descriptions in the teaching of language, including foreign language teaching and the study of language arts, has gone in and out of fashion. As education increasingly took place in vernacular languages at the close of the Renaissance, grammars of these languages were produced for teaching. Between 1801 and 1900 there were more than 850 grammars of English published specifically for use in schools. Mastering grammar rules like those derived from the study of Latin has at times been a specific goal of English-language education. This approach to teaching has, however, long competed with approaches that downplay the importance of grammar instruction. Similarly in foreign or second language teaching, the grammar-translation method based on traditional Latin teaching, in which the grammar of the language being learned is described in the student's native language, has competed with approaches such as the direct method or the communicative approach, in which grammar instruction is minimized.
The parts of speech are an important element of traditional grammars, since patterns of inflection and rules of syntax each depend on a word's part of speech.
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Traditional grammar
Traditional grammar (also known as classical grammar) is a framework for the description of the structure of a language or group of languages. The roots of traditional grammar are in the work of classical Greek and Latin philologists. The formal study of grammar based on these models became popular during the Renaissance.
Traditional grammars may be contrasted with more modern theories of grammar in theoretical linguistics, which grew out of traditional descriptions. While traditional grammars seek to describe how particular languages are used, or to teach people to speak or read them, grammar frameworks in contemporary linguistics often seek to explain the nature of language knowledge and ability common to all languages. Traditional grammar is often prescriptive, and may be regarded as unscientific by those working in linguistics.
Traditional Western grammars classify words into parts of speech. They describe the patterns for word inflection, and the rules of syntax by which those words are combined into sentences.
Among the earliest studies of grammar are descriptions of Sanskrit, called vyākaraṇa. The Indian grammarian Pāṇini wrote the Aṣṭādhyāyī, a descriptive grammar of Sanskrit, sometime between the 4th and the 2nd century BCE. This work, along with some grammars of Sanskrit produced around the same time, is often considered the beginning of linguistics as a descriptive science, and consequently wouldn't be considered "traditional grammar" despite its antiquity. Although Pāṇini's work was not known in Europe until many centuries later, it is thought to have greatly influenced other grammars produced in Asia, such as the Tolkāppiyam, a Tamil grammar generally dated between the 2nd and 1st century BCE.
The formal study of grammar became popular in Europe during the Renaissance. Descriptive grammars were rarely used in Classical Greece or in Latin through the Medieval period. During the Renaissance, Latin and Classical Greek were broadly studied along with the literature and philosophy written in those languages. With the invention of the printing press and the use of Vulgate Latin as a lingua franca throughout Europe, the study of grammar became part of language teaching and learning.
Although complete grammars were rare, Ancient Greek philologists and Latin teachers of rhetoric produced some descriptions of the structure of language. The descriptions produced by classical grammarians (teachers of philology and rhetoric) provided a model for traditional grammars in Europe. According to linguist William Harris, "Just as the Renaissance confirmed Greco-Roman tastes in poetry, rhetoric and architecture, it established ancient Grammar, especially that which the Roman school-grammarians had developed by the 4th [century CE], as an inviolate system of logical expression." The earliest descriptions of other European languages were modeled on grammars of Latin. The primacy of Latin in traditional grammar persisted until the beginning of the 20th century.
The use of grammar descriptions in the teaching of language, including foreign language teaching and the study of language arts, has gone in and out of fashion. As education increasingly took place in vernacular languages at the close of the Renaissance, grammars of these languages were produced for teaching. Between 1801 and 1900 there were more than 850 grammars of English published specifically for use in schools. Mastering grammar rules like those derived from the study of Latin has at times been a specific goal of English-language education. This approach to teaching has, however, long competed with approaches that downplay the importance of grammar instruction. Similarly in foreign or second language teaching, the grammar-translation method based on traditional Latin teaching, in which the grammar of the language being learned is described in the student's native language, has competed with approaches such as the direct method or the communicative approach, in which grammar instruction is minimized.
The parts of speech are an important element of traditional grammars, since patterns of inflection and rules of syntax each depend on a word's part of speech.