The Application and Evaluation of Mobile Learning of Systematic English Grammar Teaching in Social Software Weixin

2021 ◽  
Author(s):  
Xuedan Liu ◽  
Liemei Huang
Keyword(s):  
Mobile Learning ◽  
Social Software ◽  
Grammar Teaching ◽  
English Grammar

scholarly journals Application of Massive Open Online Course to Grammar Teaching for English Majors Based on Deep Learning

2022 ◽  
Vol 12 ◽  
Author(s):  
Minghui Du ◽  
Yiqun Qian
Keyword(s):  
Deep Learning ◽  
Foreign Language ◽  
Learning Ability ◽  
Classroom Teaching ◽  
English Learning ◽  
Massive Open Online ◽  
Teaching Resources ◽  
Grammar Teaching ◽  
English Grammar ◽  
New Knowledge

The study aims to explore the roles of Massive Open Online Courses (MOOCs) based on deep learning in college students’ English grammar teaching. The data are collected using a survey. After the experimental data are analyzed, it is found that students have a low sense of happiness and satisfaction and are unwilling to practice oral English and learn language points in English learning. They think that college English learning only meets the needs of CET-4 and CET-6 and does not take it as the ultimate learning goal. After the necessity and problems in English grammar teaching are discussed, the advantages of flipped classrooms of MOOCs are discussed in English grammar teaching. A teaching platform is constructed to study the foreign language teaching mode under MOOCs, and classroom teaching is combined with the advantages of MOOCs following the principle of “teaching students according to their personalities” to improve the listening, speaking, reading, writing, and translation skills of foreign language majors. The results show that high-quality online teaching resources and the deep learning-based teaching environment can provide a variety of interactive tools, by which students can communicate with their peers and teachers online. Sharing open online communication, classroom discussion, and situational simulation can enhance teachers’ deep learning ability, like the ability to communication and transfer thoughts. Constructivism with interaction as the core can help students grasp new knowledge easily. Extensive communication and interaction are important ways for learning and thinking. The new model provides students with profound learning experience, expands the teaching resources of MOOCs around the world, and maximizes the interaction between online and offline teachers and students, making knowledge widely rooted in the campus and realizing the combination of online resources and campus classroom teaching. Students can learn the knowledge through autonomous learning and discussion before class, which greatly broadens the learning time and space. In the classroom and after class, the internalization and sublimation of knowledge are completed through group cooperation, inquiry learning, scenario simulation, display, and evaluation, promoting students to know about new knowledge and highlighting the dominant position of students.

James Buchanan’s use of Anne Fisher’s A new grammar: Towards the development of an English grammar teaching method in eighteenth-century English grammar writing

2017 ◽  
Vol 3 (1) ◽  
pp. 93-109
Author(s):  
Vera Willems
Keyword(s):  
Eighteenth Century ◽  
Teaching Method ◽  
Standard English ◽  
Discourse Community ◽  
James Buchanan ◽  
Grammar Teaching ◽  
English Grammar ◽  
Language Norms

AbstractIn light of the question how the eighteenth-century English grammar writing tradition contributed to the development of Standard English, this article attempts to answer the question to what extent the grammarian James Buchanan made use of Anne Fisher’s grammar in writing his own. While Buchanan admitted that he consulted the works of other grammarians, he did not reveal which he used. It is argued that Buchanan drew on Fisher’s grammar for his focus on English concord, and for the inclusion of example sentences of false syntax and of exercises on bad English. However, the differences in layout and the subjects discussed in the example sentences and exercises are such that the similarities can be said to fall within the remit of acceptable eighteenth-century authorship and that they do not seem evidence of an attempt to plagiarise. On the contrary, Buchanan’s reliance on Fisher’s grammar can best be understood as a concern with the didactics of English grammar rather than with the actual language norms purported by Fisher – though some features seem inspired by her. As such, Buchanan’s use of Fisher’s grammar can be seen as an attempt to further the development of an English grammar teaching method within the discourse community of the eighteenth-century grammarians.

scholarly journals The Foundations of English Grammar Teaching

1903 ◽  
Vol 3 (8) ◽  
pp. 480-487
Author(s):  
Gertrude Buck
Keyword(s):  
Grammar Teaching ◽  
English Grammar

Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 329-350 ◽  
Author(s):  
Maria Estling Vannestål ◽  
Hans Lindquist
Keyword(s):  
Problem Solving ◽  
Empirical Studies ◽  
Peer Teaching ◽  
Important Conclusion ◽  
Knowing How ◽  
First Semester ◽  
Grammar Teaching ◽  
English Grammar ◽  
Grammar Rules ◽  
Students Attitudes

AbstractCorpora have been used for pedagogical purposes for more than two decades but empirical studies are relatively rare, particularly in the context of grammar teaching. The present study focuses on students' attitudes towards grammar and how these attitudes are affected by the introduction of concordancing. The principal aims of the project were to increase the students' motivation by showing them that English grammar is more than a set of rules in a book and to enable them to assume more responsibility for their own learning. The idea was to introduce the use of language corpora into the curriculum for first-semester English at Växjö University in Sweden, as a complement to grammar textbooks and ordinary exercise materials. Between classes, the students worked with problem-solving assignments that involved formulating their own grammar rules based on the examples they found in the corpus. In the classroom, a system of peer teaching was applied, where the students took turns at explaining grammatical rules to each other. Besides presenting a new way of working with grammar, we also provided the students with a tool for checking questions of usage when writing English texts in the future, since the corpus we use is free of charge and available to all. The work with corpora and peer teaching was evaluated by means of questionnaires and interviews. This article describes and evaluates this initiative and presents insights gained in the process. One important conclusion is that using corpora with students requires a large amount of introduction and support. It takes time and practice to get students to become independent corpus users, knowing how to formulate relevant corpus queries and interpret the results. Working with corpora is a method that some students appreciate while others, especially weak students, find it difficult or boring. Several of the students did not find corpora very useful for learning about grammatical rules, but realized the potential of using corpora when writing texts in English.

scholarly journals TEACHING ENGLISH GRAMMAR AT UNIVERSITY: A Pedagogical and Psychological Reflection Based on an Experimental Research at FKIP Universitas Bung Hatta

2007 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
Lely Refnita
Keyword(s):  
Experimental Research ◽  
Learning Process ◽  
Mother Tongue ◽  
Research Result ◽  
Theoretical Concepts ◽  
Grammar Teaching ◽  
English Grammar ◽  
Teaching Learning ◽  
Bahasa Indonesia ◽  
Instructional Language

Grammar is one of important aspects of a language that makes the language learnable and teachable. The teaching of grammar, especially foreign language grammar, needs a serious attention from the teachers and related institutions. Specifically in universities, the teaching of English grammar should provide the students with theoretical concepts of the English grammar and opportunity to use the concepts in their communication. The grammar teaching should also offers suitable assignments by which they may test their language hypothesis. To establish and develop the students’ knowledge about the English grammar, the use of students’ mother tongue as an instructional language in the classroom was considered effective. However, an experimental research conducted by Refnita (2006) showed that the use of Bahasa Indonesia as an instructional language of Grammar I subject was not more effective than the use of English. It is true that bahasa Indonesia is not the students’ mother tongues, but they have mastered it as almost perfectly as their mother tongues. That’s why in her research bahasa Indonesia was considered similar with the students’ mother tongues.The rejection of the proposed research hypothesis implied that pedagogical and psychological factors should be taken into account in the teaching-learning process because the success of learning English grammar does not solely depend upon the instructional language. Further analysis of the research result reflected that the students’ motivation and learning readiness even more determined the success of learning Grammar I. In relation with this phenomenon, the present article, which is based on and developed from the research result, will discuss further the pedagogical and psychological reflections of grammar teaching that need to be considered in the teaching-learning process of English grammar at universities in addition to the use of instructional language.

scholarly journals ENGAGING STUDENTS IN A FLIPPED CLASSROOM INSTRUCTION: JUNIOR HIGH SCHOOL GRAMMAR PROGRAM

2020 ◽  
Vol 3 (2) ◽  
pp. 123
Author(s):  
Elih Sutisna Yanto ◽  
Ghyarlina Triyani ◽  
Hikmah Pravitasari
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Junior High School ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Photo Elicitation ◽  
Teaching Innovation ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
English Grammar

The importance of grammar pedagogy in learning and teaching of foreign language has been the focus of discussion for many years which has resulted in a variety of views on grammar and grammar teaching and different teaching approach as well depend on  various perspectives and contexts of language learning. The present study reports students’ perception on flipped classroom mode in learning English grammar. Drawing on classroom action research through reflective journal, photo elicitation and interviews data. Qualitative findings show that:  All of the students enjoyed watching the video materials and had an interest in using them for learning grammar; (2) the use of the flipped classroom mode in learning grammar made students’ independent and active in learning grammar; (3) flipped classroom engaged them in learning grammar in different discourse contexts; (4) flipped classroom mode motivated students in learning grammar. The findings of this study may  be useful to other researchers who are interested in EFL teaching innovation or teachers who seek effective grammar teaching method.

scholarly journals Is Grammar Still Important Learning the English Language on Tertiary Level? The Analysis of Students’ Attitude

2021 ◽  
Vol 4 (2) ◽  
pp. p1
Author(s):  
Ramunė Vitalija Ilgūnaitienė
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Foreign Languages ◽  
Grammar Teaching ◽  
English Grammar ◽  
Motivation For Learning ◽  
Teaching Learning ◽  
Interest And Motivation ◽  
Insight Into

Lecturers of Vytautas Magnus University Institute of Foreign Languages have noticed that students’ English grammar comprehension as well as their interest and motivation for learning it have dropped significantly. It was decided to carry out the research and find the answers to the topical questions. Do students thoroughly understand the importance of grammar in language acquisition context? What are the factors predisposing the diminishing value of grammar? What is the students’ insight into the grammar teaching/ learning process in level C1? The questionnaire was compiled and on the basis of a comparative – quantitative method the conclusions were drawn that students do not think that grammar plays an important role in learning the English language, they suppose that their grammar competence is sufficient to be fluent in English, thus, there is no need to continue learning grammar in level C1. If we do not make an attempt to solve this problem, it might lead to a dangerous outcome- the level of the English language proficiency may fall down drastically.

scholarly journals Image Schema-Based Instruction in English Grammar

2016 ◽  
Vol 2015 (1) ◽  
pp. 285
Author(s):  
Mayu Shintani
Keyword(s):  
Teaching Methods ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Private University ◽  
Schema Theory ◽  
Grammar Teaching ◽  
English Grammar ◽  
Image Schemas ◽  
Image Schema ◽  
Based Instruction

Cognitive linguistics has been aimed at revealing the very nature of language for the last several decades. One of the field’s most significant contributions has been the abstraction of the general patterns, or image schemas, underlying grammatical concepts. In this paper, we propose that English grammar-teaching methods adopting image schema theory offer strong benefits for language teaching. As schematic explanations given to learners are more visible and comprehensible than ordinary verbal-based ones, this method offers a clearer and more engaging way to understand the target grammar. We also present data collected from experiments conducted with more than 400 native Japanese-speaking students at one national and one private university that support the effectiveness of this method. 認知言語学は産声をあげてここ数十年の間，人間の言語の真の姿を明らかにすることに専心してきた。この学問分野がつまびらかにしてきた数々の言語現象のうち，最も有益な成果のひとつにイメージ図式理論の構築があげられる。イメージ図式とは文法および語彙構造のひな形となるものである。本論文は認知言語学のイメージ図式理論を応用した英文法教材の学習効果を一国立大学と一私立大学に学ぶ400人以上の日本人学部生を対象に行った実験結果をもとに実証的な知見から論じている。

scholarly journals DEDUCTIVE AND INDUCTIVE INSTRUCTIONS FOR TEACHING ENGLISH GRAMMAR IN ONLINE CLASSROOM

Lire Journal ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 168-183
Author(s):  
Christina Eli Indriyani
Keyword(s):  
Prospective Teachers ◽  
Online Teaching ◽  
English Education ◽  
Teaching Strategy ◽  
Private University ◽  
Online Classroom ◽  
Grammar Teaching ◽  
English Grammar ◽  
Young Learners ◽  
Teaching Grammar

Realizing the importance of teaching grammar to young learners, pre service teachers, as prospective teachers, need to reflect their own grammar teaching performance. Moreover, during the covid-19 pandemic outbreak where all learning processes are conducted online, teaching strategy needs to be considered. Therefore, this study aimed to find out whether the pre-service teachers apply the deductive or inductive teaching instructions in teaching grammar to young learners during the online class and to investigate how pre-service teachers develop the instructions. To reach the objectives, qualitative research was employed by observing and analysing the teaching videos of thirteen pre service teachers. The pre service teachers were the students of English Education Department in a private university in Jakarta who enrolled the Teaching Internship program. All videos were transcribed and then the analysed data were put in a table and coded to ease the identification of deductive and inductive instructions. The results revealed that more students adopted deductive grammar instructions in teaching grammar for young learners rather than inductive instruction. Furthermore, the way the pre service teachers developed both instructions followed the PPP and TTT models with different emphasis on the Presentation and Teach parts. The tendency done in the Presentation part for inductive teaching was the pre service teacher acted as instructor whereas the Teach part in inductive teaching was as facilitator. Eventually, from this study it can be concluded that pre service teachers adopted deductive and inductive grammar instructions because both are suitable for teaching grammar to young learners in online classroom setting within consideration of meaningful learning activities.

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