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PEDAGOGICAL GRAMMAR
 A description of how to use the grammar of a language to communicate for
people wanting to learn the target language.
 It is the grammatical analysis and instruction designed for second language
students.
 For example, a language learner wants to learn Nihongo as his second language
and therefore he has to study its grammar and sentence structure.
 It is a modern approach in linguistics intended to aid teaching and additional
language.
 Goal: To increase fluency and accuracy of speech, rather than to impart
theoretical knowledge.
 Therefore, it is also for the language learner to perform and use the language he
learned in the correct way.
 Often teach students about grammatical concepts that are intuitive to a native
speaker, but may be difficult for a non-native speaker.
 For example, a native English speaker needs a little instruction in order to invert
words in a sentence to form a question. “You do know me.” ----- “do you know
me?”
 It occupies a middle ground between the areas of prescriptive and descriptive,
whereas prescriptive grammar sets forth rules about how language should be used
correctly.
 It’s like the way a doctor describes medicine by saying what ought to be done.
 There is right and wrong language.
 Meanwhile, descriptive grammar set of rules based on HOW language is actually
used.
 It describes HOW language is used by its speakers. For instance, native English
speakers tend to say connecting words or shortening it, or even playing with the
words. Instead of saying “Did you have a great sleep last night?” they say “JEV a
great sleep last night?” or they say “hit the mall,” meaning “go to the mall”.
 It aids the students towards a more meaningful and communicative learning of
language formal rules and properties.

Linguistic competence and performance

 According to Noam Chomsky, humans have innate ability to learn language.
Every native speakers has innate ability to use his first language effectively.
 He distinguished the underlying knowledge of language from the way language is
actually used in practice.
 The way native speakers use language, there is an underlying knowledge of
language behind it.
 They produce grammatically and meaningfully correct sentences.
 They may not able to give explanation of why a particular sentence is right and
why a particular sentence is wrong. But they know what is right and what is
 wrong, and which sentences are accepted and not. For example, the green sneaker
pillow paper is pretty wallet. The idea of the sentence is nonsensical. Therefore,
native english speakers know that the sentence is invalid because there is
underlying knowledge of language in their brain,
 According to him, language performance may be affected by such things as
attention, stamina and memory etc.
 Performance means the actual use of language. Speaking and writing are the other
factors which can affect our performance of the language.
 Memory- sometimes when we forget certain words, it affects the flow of the
language we are trying to say.
 Stamina- when we’re exhausted and we can’t speak or write for so long.
 Attention- for example, when you are talking to someone and he is not paying
attention then you commit mistakes in your language performance.
 Therefore, a theory of language should be a theory of competence. Once a full
theory of competence is developed, it can be into a theory of performance, which
will also consider other cognitive abilities.
 He said that performance could be faulty and affected by stamina, attention and
other factors.

Linguistic Competence Linguistic Performance

Competence is the knowledge which is in
our mind about a particular language.
 It is nothing but the knowledge of the
language which is stored in our mind.
Or it may be knowledge of two or
three languages which is stored in
our brain.
 Knowledge of the language
When we know language, it is our
competence.
Performance is the use, expression and
manifestation of that knowledge.
 We have the knowledge of the
language which is in our mind and
using that knowledge, we express
ourselves.
 The use of the language
When we use language, it is our
performance.
 Through speech or writing

It is the person’s underlying linguistic

ability to create and understand the
sentences.
 So a person understands the language
and he could also create sentences in
the language because deep in his
mind, he has the knowledge of the
language. How to use the language,
which sentences are correct and
which are incorrect.
 For example, eight very lazy
elephants drank brandy.
 Eight elephants very lazy brandy
drank.
 If a person has very limited
knowledge of english, he would say
that the first sentence is correct and
the second is incorrect. The second
sentence is meaningless. On the
contrary, the first sentence is in the
correct structure. That is because, in
his mind there underlies the structure
of the language.
It is a person’s underlying (subconscious) It is the real world linguistic output.
linguistic ability to create and understand  We practice language in our daily
sentences, including sentences they have basis such us when we’re talking
never heard before. with our family.
 We acquire knowledge
subconsciously. Our brain is wired to
learn a language.
It includes components such as It may accurately reflect competence, but
phonology, syntax, semantics and it also may include speech errors.
morphology.  Our linguistic performance depends
 We automatically pick up these on our linguistic competence.
things. We know all of it of our first  If your competence is faulty, you
language or mother tongue. don’t know the language then there
will be problems.
 For example, when an English native
speakers utters “We swimmed in the
ocean this weekend.”
 Performance may accurately reflect
competence, but it may also include
speech errors due to slips of the
tongue.

As contrasted to linguistic competence, linguistic performance is the ability of a

person to use the knowledge and language skills he or she has in practical situations in
real day-to-day life. Linguistic competence includes the ability to use not only the
lexical but also extra-lingual components of communications. To simply put
competence is knowing the rules of grammar of language, while performance is
applying or using them for everyday speech.