Classical Model of Transformational Generative Grammar as a Pedagogical Aid in Teaching Non-Native Speakers of English

Abstract

The Transformational Generative Grammar (TGG) has been established as a pedagogical aid in teaching native speakers of English; as these native speakers have an implicit knowledge of grammatical rules. This current study is aimed to examine how the same TGG could be used as a pedagogical aid in teaching non-native speakers of English since English is their second language (L2) and they might not have the implicit knowledge of English grammatical rules. The study adopted mixed methods approach. The sample size of the study was one hundred and fifty (150) students and six teachers from West African Senior High School (WASS) and Presbyterian Boys Senior High School (PRESEC). A mixed method design as well as a scholastic test on English Grammar was used in testing the student participants’ level of knowledge and understanding of grammatical rules. An interview guide was also used in assessing the teacher interviewees’ opinion on their students’ knowledge and understanding of English grammatical rules. The data from students was analysed and presented in charts and figures whilst the responses from the tutors’ qualitative data were thematically analysed. The findings revealed that non-native speakers of English have a very good knowledge and understanding of English grammatical rules. It was also established that the non-native English speaking participants have an implicit knowledge of the underlying rules just as the native speakers of English; therefore, the Transformational Generative Grammar could be used as a pedagogical aid in teaching English grammar. It is, therefore, recommended that in-service training and workshops be organised for teachers on the use and the need to adopt the TGG as a teaching aid in order for them to avoid the persistent grammatical errors student’s frequently make during both oral and writing.