Grammar for Everyone - Barbara Dykes 2007
30 A final word
Introduction
Part II The parts of speech
While aiming for correctness and excellence in the use of our language, it would be a mistake to be over restrictive. Language has a wonderful way of evolving and adapting to its ever-changing needs, and the way to enjoy it is to revel in its variety.
Apart from the abundance of vocabulary in English, which has resulted from historical invasions, and its flexibility resulting from the ability and enterprise of its users in coining new words, English embraces a profusion of idioms and expressions.
Idiom - from Greek idioma meaning ’specific property’ - refers to special phrasing in which the meaning of the whole does not conform with the meaning expressed by its separate elements. For example, to hold one’s horses, meaning to delay one’s action, now has nothing to do with literally holding a horse.
Some idioms, such as the phrase ’going to’, meaning intention, as in ’I was going to go’, or the phrase ’well I never’ appear to offend the propriety of grammar. These are commonplace to native English speakers, but raise problems for foreign learners. Yet, it would be a big mistake for us to believe that English is alone in having a profusion of such expressions. Almost all languages, even obscure tribal languages, are vividly enriched by them. In some cases they arise from the need for a new word or expression.
As with linguistic embellishments and idiosyncrasies, idioms are learnt by familiarity and use, and are relished by learners of English who wish to speak and write fluently. Lessons in various forms of imagery including idioms and new words, can be both interesting and instructive. Students may enjoy making their own collections, or researching the origins of such expressions as ’call
it a day’, ’throw in the towel’, ’kick the bucket’, ’lose the plot’, ’put a sock in it’, ’wipe one’s hands of something’.
Language, like clothing, is also subject to fashion. In a letter to Adam Fitz-Adam in 1753, an essayist known as A.B. defended him against the criticism of Edward Moore: ’Your inaccuracies, as he calls them, are the characteristics of a polite writer ... Away with pedantry and the grammar! Write like a gentleman, and with Pope, in his essay upon critics, Snatch a grace beyond the reach of nature .’
So - it is the challenging and rewarding task of a teacher to expose to students all aspects of our wonderful language while tutoring them in the appropriateness of their use, for to write well is to show respect to your reader.
