Worchitect: An English Grammar (Parts of Speech) Card Game

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Adi Idham Jailani ◽  
Nazarul Azali Razali ◽  
Ahmad Harith Syah Md Yusuf ◽  
Ariff Imran Anuar Yatim ◽  
Nor Atifah Mohamad
Keyword(s):  
Teaching And Learning ◽  
Language Game ◽  
Language Teachers ◽  
Learning Activity ◽  
Language Games ◽  
Card Game ◽  
Parts Of Speech ◽  
English Grammar ◽  
L2 Learners ◽  
Grammar Rules

Mastery of the English grammar is an intricate subject. Conventional teaching and learning of the English grammar have found to be an arduous task for teachers and a lacklustre one for students. The traditional pen and paper method often cause second language (L2) learners to become unmotivated in understanding this important element of the language. Thus, it is critical to provide L2 learners with the motivation to engage learning grammar in a more meaningful and purposive process. An ideal way to provide such learning experiences is through the use of language games that accommodate L2 learners’ desire to grasp grammar rules in an enjoyable way. To fill the gap for a purposive and meaningful grammar-based language game, Worchitect, a card-based game that focuses on (English) parts of speech is developed. The card game poses players/learners with questions that will foster their understanding of the rules of grammar for them to play the game and accumulate the highest scores possible. This game provides a constructive reinforcement to L2 users as it allows for the English parts of speech (and grammar) rules to be deductively attained. Furthermore, Worchitect is highly marketable as it is suitable for learners of various language proficiencies; for language teachers to be used as reinforcement or the actual learning activity; for parents who are looking to spend quality time with their children; and for any language enthusiast.

scholarly journals ENGLISH GRAMMAR AWARENESS FACILITATES L2 LEARNERS’ WRITING

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Nor Syahiza Shahabani ◽  
Irma Wahyuny Ibrahim
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Grammar ◽  
English Classes ◽  
L2 Learners ◽  
The Government ◽  
English Classroom ◽  
Strongly Agree

“Words—so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them”, Nathaniel Hawthorne (1804-1864). It is true that from just words can become a phrase then a sentence but what we may need to realize is how hard and challenging it is to make the sentence right. To face the real world, writing is the most challenging skill to teach for language teachers mainly because students take time to grasp and digest the knowledge of writing skill. To make matters worse, writing test is also the most popular means of test for placement in entering schools and universities. Due to this reason, L2 learners crave to write clearly and accurately in English. Undeniably, how a person writes with acceptable choice of words and correct grammar represents the L2 learner’s competency in English Language. This study is done to explore the importance of having English grammar awareness to facilitate L2 learners in their writing activities. The study thus aims to determine how grammar awareness amongst the L2 and other support systems such as English classes & facilities help facilitating L2 writing. 84 undergraduate students answered the questionnaire. The quantitative data have been analysed at the end of the research. Some of the findings are 75% of the respondents indicated that they were still unsure on the use of proper grammar in writing despite 94% of the respondents agreed and strongly agreed that they understood when the instructor/teacher taught them English Grammar. The mix-up results in the findings have shown some drawbacks in the teaching and learning practices. Moreover, only 63% of the participants answered agree and strongly agree that their learning institution has an English classroom that is conducive for learning (self-access centre), which can be considered as not satisfactory since English Language is the second language in Malaysia. It is hoped that the government of Malaysia could provide complete conducive learning centre for schools and universities. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0758/a.php" alt="Hit counter" /></p>

scholarly journals 'Parts of Speech' - 'Drop a Card' Board Game

2019 ◽  
Vol 16 (1) ◽  
pp. 157
Author(s):  
Angeline Ranjethamoney Vijayarajoo ◽  
Kuldip Kaur Maktiar Singh ◽  
Kiat Chien Gan ◽  
Roslina Mohd Jani
Keyword(s):  
College Students ◽  
Qualitative Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Language Game ◽  
Language Games ◽  
Board Game ◽  
Parts Of Speech ◽  
The Right ◽  
Quantitative And Qualitative Methods

Learning grammar can be difficult for learners but this can be changed through interactive activities. Language games are an excellent way to make learning grammar fun among learners. Although the use of language games is not a new tool in the teaching and learning of grammar, employing the right game for a specific grammar item is vital. Hence, this study aims to experiment, using a language game - ‘Parts of Speech’ - ‘Drop a Card’ board game, in efforts to enhance the learning of the parts of speech more effectively. This game is designed to provide practice in identifying the parts of speech in the English language. By playing this game, it is believed that learners will be able to engage and learn grammar in a fun-filled way. Methodology comprised quantitative and qualitative methods, using questionnaire and interview, with the participants, who were college students. The results of the survey demonstrate the effectiveness of the game in the identification and learning of parts of speech. The pedagogical implications are that suitable language games can enhance grammar competence.

scholarly journals THE AFFORDANCES OF THE FLIPPED CLASSROOM APPROACH IN ENGLISH GRAMMAR INSTRUCTION

2019 ◽  
Vol 4 (33) ◽  
pp. 95-106
Author(s):  
Huu Anh Vuong Nguyen ◽  
Choon Keong Tan ◽  
Kean Wah Lee
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Potential Method ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Teaching English ◽  
Structured Interviews ◽  
English Grammar ◽  
Qualitative Research Design ◽  
Grammar Rules

Recently, the flipped classroom instructional approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Vietnam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances perceived by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. The qualitative research design was adopted in the study. Thirty-four students majoring in the English language at a university in Vietnam attended a 10-week flipped grammar class. The instruments include semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Vietnam.

scholarly journals Teacher-student cooperation boosting grammar in the age of Big Data

2021 ◽  
Vol 127 ◽  
pp. 03006
Author(s):  
Ekaterina Evgenievna Golubkova ◽  
Marina Alekseevna Salkova ◽  
Olga Arkadievna Machina ◽  
Olga Nikolaevna Pavlyuk ◽  
Aleksandr Vladimirovich Trubochkin
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Novel Technologies ◽  
English Grammar ◽  
Classroom Activities ◽  
Teacher Student ◽  
Teaching And Learning Strategies ◽  
Grammar Rules ◽  
New Research ◽  
Traditional Grammar

The article focuses on the new language teaching and learning strategies offered by the use of corpora-based method. It gives an insight into how a corpus-based research incorporated into English grammar classroom activities not only clarifies the debatable aspects of traditional grammar rules but challenges students to launch their own language investigation, enlarging their professional scope and contributing to the development of their general and linguistic competences. The background for the pedagogical experiment was the need for a shift in the teacher–student model of interaction. To prove the benefits of semi-independent student’s research, the article covers four research cases performed by 3rd year students at Moscow State Linguistic University under the guidance of their English grammar lecturers. While working at their respective tasks, the students tried their hand at a proper piece of scientific study and mastered their skills at a new research instrument. Corpus data obtained, they worked in cooperation with their lecturers to arrive at conclusions reviving textbook materials. Thus, the rules and tendencies verified were no longer offered to the class as ready-made answers. The results of the experiment foreground the positive effect of students’ getting access to novel technologies transforming the traditional roles assigned in class.

scholarly journals A proposal of reflection on English Grammar Teaching

2021 ◽  
Vol 4 (7) ◽  
pp. 40-52
Author(s):  
Isael Gómez López ◽  
Yoel Pérez Sánchez
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
Language Teachers ◽  
Grammar Teaching ◽  
English Only ◽  
English Grammar ◽  
Self Confidence ◽  
English Language Teachers ◽  
Relationship Of

The present work poses a reflection with the English language teachers on the importance that should be awarded to grammar in the teaching and learning of this language. Without leaving aside the integrating character promoted by the communicative approach in the treatment of the leading skills and the insertion of the students in communicative situations that enables the practice in linguistic habits formation through the development of the different components that are part of the communicative competence, the author expresses some ideas and criteria on how the professorship can teach grammar by means of the abilities to speak and write in English, and not English only through grammar.Cross grammar teaching from the leading skills-according to what is being analyzed by this author_ provides the tools and is the vehicle to carry out any communicative endeavor beyond the classroom. The author presents a system of exercises that show the transversal relationship of grammar with the leading skills. For the development of this work some methods were used such as: historic-logical, analysis-synthesis, inductive-deductive, systemic-structural-functional and the documentary revision. With the applicationof this grammatical proposal the students improved their speaking and writing skills, and their linguistic self-confidence was increased as well.

GRAMMATICAL DIFFICULTIES FACED BY SECOND LANGUAGE (L2) LEARNERS IN WRITING SENTENCES

2019 ◽  
Vol 10 (1) ◽  
pp. 71-80
Author(s):  
Khairun Nasir
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
English Department ◽  
Research Subjects ◽  
English Writing ◽  
Grammar Teaching ◽  
English Grammar ◽  
Five Factors ◽  
L2 Learners ◽  
Cover Up

This research deals with the grammatical difficulties faced by students in their English writing sentences. It begins from L2 students that complains English Grammar as one of the complicated features in writing, especially the students from English Department of IAIN Lhokseumawe. Therefore, the objectives of this research were to find out any grammatical difficulties faced by the students in their English Writing Sentences and to cover up any reasonable factor occurs in using English Grammar to their English writing. Case study was adopted in this research by using descriptive qualitative approach. English Department students of IAIN Malikussaleh Lhokseumawe in the second semester (2017/2018 Academic Year) were taken purposively as research subjects. The data were student’s written sentence transferred as documentary evidence with retrospective interview transcription; and (2) Focus Group Discussion note. After analyzing the data qualitatively by Interactive Model Technique, it was found that students got some grammatical difficulties related to (1) problems of meaning complexity, (2) problems of form complexity, and (3) problems of form-meaning mapping relationship. Moreover, by five factors contribute to those difficulties, namely: (1) knowledge of syntactic constituents, (2) knowledge of semantics; (3) knowledge of pragmatics; (4) previous grammar teaching and learning; and (5) L1 knowledge. As the implication, it is suggested that L2 learners be aware of the grammatical difficulties that they are referring to and it is also important that lecturers develop some instructional approaches which focus exclusively on one aspect of language or another (e.g., form and meaning) in teaching the writing that associated with its genre.

scholarly journals TEACHING REFERENCE WORD WITH “ROBINHOOD” READING ACTIVITY

2017 ◽  
Vol 2 (1) ◽  
pp. 9
Author(s):  
Purnawati Purnawati
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Learning Activity ◽  
Theoretical Assumption ◽  
Reading Comprehension Strategies ◽  
Comprehension Ability ◽  
English Language Teachers

Reading plays a very significant role in the teaching and learning of English as a Second or fereign Language ( ESL/ EFL ) in Junior High School. In fact,  it is a mojor skill which has been  tested for years in the  National Final Examination. The questions which had appeared in the test  are mostly testing the students’ reading comprehension ability. To succeed the test , the students should master five genres of monologue text and nine short functional texts. Consequently, teachers should provide them with reading comprehension strategies. This paper offers a strategy  “ Inferring anaphoric &  cataphoric” Reference with the theoretical assumption of “Think Aloud” through an activity  called “ Robinhood” to provide students with a reading strategy to  deal with one of the short functional text that is Reference Word. The activity of “Robinhood” will ease them when they are dealing with questions related with reference word.The activity leads students to learn in joyful atmoshere since while learning they also feel like playing a game. Considering the effectiveness of the learning activity, English language teachers are recommended to adopt it in their classes.

scholarly journals Enhancing Adult Learners’ Motivation for Learning English Grammar through Language Games

2020 ◽  
Vol 1 (3) ◽  
pp. 143-150
Author(s):  
Dr. Syed Shujaat Ali ◽  
Muhammad Waqar Ali ◽  
Tariq Amin
Keyword(s):  
Adult Learners ◽  
Language Learners ◽  
Mother Tongue ◽  
School Teacher ◽  
High School Teacher ◽  
Learning Activity ◽  
Language Games ◽  
English Grammar ◽  
Motivation For Learning ◽  
Teaching Learning

Grammar, although indispensable for successful communication, is always a dry subject for most learners and needs a high motivation for learning.  Motivating language learners for learning grammar of English in Pakistan has always been a challenging task for the language instructors. This study investigated whether language games motivate adult learners for learning grammar or not. Language games were adopted as a motivational strategy for teaching English grammar to a sample of 31 male and 19 female first-year undergraduates of Islamia College Peshawar, who were not studying English as a major subject; their ages ranged between 19 to 22 years and they spoke Pashto as mother tongue. After teaching them grammar for one semester, the instructors—the researchers themselves—sought their feedback on the use of games through a 25-item questionnaire comprising sub-sets such as interest, satisfaction, effort, tension, choice, usefulness, competition, and pre- and post-treatment experience of learning grammar. The findings of the study manifest that language games motivate not only young learners but also adult language learners. It was suggested that teaching-learning activity based on games should be made an integral part of the course of students of primary and high schools, in addition to being made a part of the primary and high school teacher education.

scholarly journals A PRELIMINARY STUDY ON ENGLISH GRAMMAR PROFICIENCY KNOWLEDGE OF DIPLOMA STUDENTS

2021 ◽  
Vol 4 (15) ◽  
pp. 13-20
Author(s):  
Kea Leng Ngo ◽  
Juliana Mohd Nor ◽  
Norhamimah Rani ◽  
Salihah Abdullah
Keyword(s):  
Teaching And Learning ◽  
Esl Students ◽  
Final Test ◽  
Parts Of Speech ◽  
English Grammar ◽  
Middle Range ◽  
Grammatical Errors ◽  
Preliminary Study ◽  
Grammar Knowledge ◽  
Different Parts

The aims of the study were to determine the most frequent grammatical errors made by students and their performance in a grammar test. Hence,183 diploma students from a local university were chosen to assist in this study. The instrument of the study was a final test consisting of two reading comprehension passages and a grammar section. For the purpose of the study, the students’ answers of the grammar section were analysed. The grammar section consists of 10 questions covering different parts of speech and tenses which were randomly chosen. It was found that the majority of the students’ performance in a grammar test is in the middle range. Most of them did not perform badly but neither did most of them excel at English grammar. Based on the findings there seemed to be a need for a more enhanced focus on the teaching and learning of English grammar for Malaysian ESL students. However, because this is a small study that examined only one batch of students, the results of this study may not be too significant for a more generalised conclusion. Thus, continuous study should be done with regard to aspects of grammar knowledge and its teaching and learning in Malaysia.

Sign in / Sign up

Export Citation Format

Share Document