scholarly journals Nauczanie gramatyki języka obcego a podejście zadaniowe

Neofilolog ◽  
2021 ◽  
pp. 79-100
Author(s):  
Mirosław Pawlak
Keyword(s):  
Empirical Evidence ◽  
Corrective Feedback ◽  
General Level ◽  
Grammar Instruction ◽  
Educational Context ◽  
Grammar Teaching ◽  
Case Grammar ◽  
Teaching Grammar ◽  
Made In

While there is a consensus that teaching grammar is now indispensable in most educational contexts, there still exist numerous controversies as to how this should most beneficially be done. They concern, among others, such issues as the choice of instructional options to be used in order to introduce and practice grammar structures or to provide corrective feedback on errors made in the use of such structures (cf. Loewen, 2020; Nassaji, 2017; Pawlak, 2014, 2020a). On a more general level, a question arises as to the optimal way of organizing the material to be taught, with consequences for the overall approach to grammar instruction. One influential alternative to a structural syllabus, in which case grammar structures are carefully preselected and sequenced, is task-based language teaching, which can be conceptualized and implemented in various ways (cf. Ellis, 2017, 2018). The paper discusses the role of grammar in the task-based approach, also taking into account techniques and procedures that can be employed for this purpose. An overview of existing empirical evidence will be presented and an attempt will be made to highlight the way in which communicative tasks can be used to assist grammar teaching in the Polish educational context.  

scholarly journals The Place of Grammar Instruction in the 21st Century: Exploring Global Perspectives of English Teachers towards the Role of Teaching Grammar in EFL/ESL Classrooms

2021 ◽  
Vol 11 (1) ◽  
pp. 9
Author(s):  
Mohammad H. Al-khresheh ◽  
Suheyla Demirkol Orak
Keyword(s):  
English Teachers ◽  
Educational Background ◽  
Vital Role ◽  
Target Language ◽  
Grammar Instruction ◽  
Snowball Sampling ◽  
Grammar Teaching ◽  
Self Confidence ◽  
Teaching Grammar

This study explores the perspectives held by English teachers around the world regarding the role of teaching grammar in EFL/ESL classrooms and whether the divergence in these perspectives is influenced by variables such as gender, country, seniority, or educational background of the participants. To accomplish these objectives, a comprehensive questionnaire survey from literature comprising 46 items was carried out on a group of 304 participants from 22 countries who were voluntarily involved in this study using the snowball sampling method. Descriptive statistical methods were deployed for accurate data analysis. The findings revealed that the participants had a positive and constructive attitude regarding the importance of grammar instruction and were in unanimous agreement that good grammatical skills enabled the faster acquisition of proficiency in the target language. The participants agreed that grammatical mistakes’ immediate correction was detrimental students’ self-confidence levels and considered unnecessary interruption. These views highly influenced teaching methods and classroom practices. An overwhelming majority preferred an inductive and explicit approach to grammar teaching. It was concluded that while statistical differences in age, gender, and educational background did not influence the participants’ perspectives, seniority and country of origin played a vital role in these beliefs. After due consideration of these findings, a comprehensive discussion of the pedagogical implications and recommendations has been presented in this study.

Metaphors and grammar teaching

2016 ◽  
Vol 4 (1) ◽  
pp. 89-112 ◽  
Author(s):  
Jörg Roche ◽  
Ferran Suñer
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Empirical Evidence ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Added Value ◽  
Grammar Instruction ◽  
Passive Voice ◽  
Modal Verbs ◽  
Grammar Teaching

Abstract Despite the need for transparency and efficiency in explaining grammatical features to learners of a foreign language only very few systematic attempts have been undertaken to demonstrate the pedagogical added value of concept-based approaches to grammar instruction. The purpose of the paper is (1) to discuss the theoretical underpinnings of such an approach, to (2) present relevant theories of multimedia learning and (3) to summarize some empirical evidence on the efficiency of such an approach to language teaching and learning. The concept-based animated grammar, developed for German, uses a broad range of cognitive linguistic principles for foreign language learning in such areas as, for example, modal verbs or the passive voice.

The role of consciousness and sub-consciousness in teaching of grammar in ELT

2018 ◽  
Vol 5 (1) ◽  
pp. 115-120
Author(s):  
Selin Ozdemir ◽  
Fatih Yavuz
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
Explicit Knowledge ◽  
Learning Processes ◽  
Grammar Teaching ◽  
High Level ◽  
Teaching Grammar ◽  
The Way

Teaching grammar has been regarded as one of the most crucial issues in the field of language. It gains its importance since it helps learners attain high level of accuracy and proficiency in language learning processes. During these processes, the way of teaching grammar differs under some certain circumstances and is divided into some sub-categories such as conscious grammar teaching and subconscious grammar teaching. In this study, a literature review of issues on the role of consciousness and sub-consciousness in teaching of grammar has been widely discussed since there are numerous views, claims and approaches related to choosing one of them as an ideal way to teach grammar. Both of them have a significant impact on the knowledge of grammar .The study revealed that neither conscious grammar teaching which lays emphasis on the structures and rules of a language nor subconscious grammar teaching without attention to explicit knowledge of grammar should be neglected. Keywords: Grammar teaching, consciousness, sub-consciousness, deductive, inductive.

INPUT-BASED APPROACHES TO TEACHING GRAMMAR: A REVIEW OF CLASSROOM-ORIENTED RESEARCH

1999 ◽  
Vol 19 ◽  
pp. 64-80 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Second Language ◽  
Approaches To Teaching ◽  
Substantial Body ◽  
Grammar Teaching ◽  
Teaching Grammar ◽  
Oriented Research

There is now a substantial body of research that has investigated the role of form-focused instruction in assisting learners to learn the grammar of a second language (L2). Recent comprehensive surveys of this research have been provided by N. Ellis (1995), R. Ellis (1990; 1994; 1997), Larsen-Freeman and Long (1991), Long (1988), Spada (1997), and Williams (1995a). However, it is becoming increasingly difficult to draw clear conclusions given the sheer amount of research now available, the problems of comparing results across studies, and the interactivity of the variables involved. Spada, for example, identifies seven questions that the research has addressed but acknowledges that “we do not yet have clear answers to any of these questions” (p. 74). One way of achieving a clearer understanding of how form-focused instruction contributes to acquisition might be to examine in detail studies that have investigated the effect of specific instructional options. This article will follow such an approach by examining one particular option–input–based grammar teaching.

scholarly journals Problem Solving In Teaching Grammar

2018 ◽  
Vol 3 (2) ◽  
pp. 59-67
Author(s):  
Syafiyah Syafiyah
Keyword(s):  
Problem Solving ◽  
Consciousness Raising ◽  
Grammar Teaching ◽  
The Many ◽  
Teaching Grammar

This article provides an alternative to grammar teaching, namely problem solving techniques. This technique was chosen by considering the many similarities possessed by the process of mastering a language. Besides that, this technique is also considered to be more attractive to students' learning interests. In the first part of this paper, we will describe how the role of grammar in various approaches. Next, the concepts of grammar-consciousness raising will be discussed and how this problem solving technique is applied in the classroom.

scholarly journals The Impact of Different Teaching Strategies on Teaching Grammar to College Students

2018 ◽  
Vol 8 (3) ◽  
pp. 340
Author(s):  
Ali Hashemi ◽  
Samran Daneshfar
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Law Students ◽  
Accounting Students ◽  
Grammar Instruction ◽  
Teaching Techniques ◽  
Grammar Teaching ◽  
Grammar Knowledge ◽  
Teaching Grammar ◽  
The Impact

Grammar is considered critical to the ability to use language. Grammar teaching is an issue that provokes strong feelings and attitudes. Grammar teaching is particularly prominent in English as a foreign language (EFL) settings as it is perceived that without a good grammar knowledge, language development will be seriously inhibited. In the current study, we used three grammar instruction techniques including “the Deductive Technique”, “the Inductive Technique”, and “the Implicit Technique”. 80 college students, studying different fields in Abbar, Zanjan, participated in the study. They were assigned to three experimental groups for each of the three teaching techniques. The Deductive group consisted of 31 law students, both boys and girls, the Inductive group comprised 27 boy and girl accounting students, and there were 28 IT students in the Implicit group. The results of data analysis indicated that these groups performed differentially in certain respect. Meanwhile, the Inductive group exceeded the other groups in their performance.

scholarly journals Construction of Online English Offline Teaching Mode in the Era of Internet Plus

2021 ◽  
pp. 25-36
Author(s):  
Zhang Mei
Keyword(s):  
Online Teaching ◽  
Rapid Development ◽  
Internet Technology ◽  
Teaching Resources ◽  
English Teaching ◽  
Grammar Teaching ◽  
English Grammar ◽  
Learning Interest ◽  
Teaching Grammar

With the rapid development of Internet technology, its application in the field of education is more extensive and diversified, and plays a greater role in teaching. Grammar teaching is an important part of English teaching. The complexity of grammar in forestry English leads to the common problems of English grammar among students. Relying on the Internet technology to establish the cloud classroom intelligent platform, online and offline interactive English teaching can fully play the role of online teaching resources and information technology by combining online and offline. This method can activate the classroom and improve students' language application ability and learning interest. Based on this, this paper analyzes the application of cloud classroom intelligent platform in English teaching. Then this paper discusses its construction method and application strategy, aiming to provide reference for relevant researchers.

EFL Learners` Beliefs about Isolated and Integrated Grammar Teaching and Performance on a Grammar Recognition Test

2015 ◽  
Vol 7 (6) ◽  
pp. 108
Author(s):  
Sediqe Ebrahimi ◽  
Hossein Saadabadi Motlagh ◽  
Fatemeh Karampour
Keyword(s):  
Recognition Test ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Grammar Instruction ◽  
Focus On Form ◽  
Efl Learners ◽  
Grammar Teaching ◽  
And Performance ◽  
Grammar Tests ◽  
Teaching Grammar

<p>Approaches to teaching grammar have changed dramatically since the 1970s when communicative language teaching was proposed. An increasing number of studies have investigated the adequacy of this kind of grammar instruction. Yet, few studies have been done to look at the preferences that learners have for these methods of focus-on-form instruction and its relationship with their performance on grammar tests. The purpose of the present study is to explore Iranian EFL learners` attitudes and preferences for isolated and integrated focus-on-form and their performance on a grammar recognition test. Participants were learners studying English in a private language teaching institute. They were requested to complete the questionnaire of the isolated and integrated focus on form and answer a TOEFL grammar recognition test. The analysis of findings using descriptive statistics and T-test showed that learners did not have clear preferences for different types of focus on form and that learners` attitude towards isolated and integrated focus on form was not related to their performance. students' The findings can provide useful information for teachers and instructors learners` preferences for different approaches.</p>

scholarly journals Patterns of Teacher Trainee Grammar Talk in Second Language Classrooms

2021 ◽  
Vol 8 (1) ◽  
pp. 81-94
Author(s):  
Tina Abdullah ◽  
Fauziah Ismail ◽  
Zubaidah Awang ◽  
Azian Abd. Aziz@Ahmad
Keyword(s):  
Teacher Educators ◽  
Corrective Feedback ◽  
Teaching Methodology ◽  
Grammar Instruction ◽  
Interaction Technique ◽  
Grammar Teaching ◽  
Teacher Student ◽  
Teacher Trainees ◽  
Teacher Trainee ◽  
Language Classrooms

Literature in Language Teacher Education (LTE) has highlighted that teaching of grammar should be included as a foundational framework for all language teaching. This indicates that teacher trainees need to be trained with a firm foundation for grammar teaching in language classrooms.  Thus, an investigation on how teacher trainees taught grammar and the pattern of their grammar instruction can provide insights to teacher trainees and teacher educators on grammar teaching methodology practised in language classrooms. By understanding how teacher trainees present grammar in their classrooms and what patterns emerged from their grammar instruction can lead to ongoing process of searching for better grammar teaching in language classrooms. This article shares the findings on an investigation conducted on how and what was practised by teacher trainees in their grammar instruction. Two prevalent patterns were discovered.  Transmission technique which is teacher fronted and interaction technique which is teacher-student-teacher fronted were commonly practised by the trainees. However, the teacher-fronted technique dominates the interaction technique. This signals that teacher educators need to promote more interactive techniques in the LTE programme so that trainees are trained to teach grammar by utilising more interactive techniques such as questioning (to use more convergent and divergent questions instead of literal questions) and giving corrective feedback (to elicit and recast instead of repeating) which promote two-way grammar teaching.

scholarly journals A Critical Review of Grammar Teaching Methodologies in the Saudi Context

2018 ◽  
Vol 11 (11) ◽  
pp. 65
Author(s):  
Abeer Sultan Althaqafi
Keyword(s):  
Second Language Acquisition ◽  
English Language ◽  
English Language Teaching ◽  
Educational Institutions ◽  
Grammar Teaching ◽  
Study And Teaching ◽  
Efl Teachers ◽  
Teaching Grammar ◽  
Changing Role

&lsquo;Grammar is the business of taking a language to pieces, to see how it works&rsquo; (Crystal, 1996, p. 6). The study of grammar has fascinated people for many years, especially in the field of second language acquisition (SLA). However, in recent years people became uncertain about its value. Consequently, some educational institutions ceased to teach it, others teach it very selectively (Crystal, 1996; Ellis, 2002). To know grammar means to know more about how to manipulate the parts of a sentence in order to provide a meaningful expression. Teaching grammar has been subjected to a tremendous change, particularly throughout the twentieth century. There has always been a development in thinking about the nature of language which has enabled people to see the point of the study and teaching of grammar. Also, there have been quite a number of adaptations of various methodologies of teaching grammar. This language component (grammar) has been always the centre of pedagogical attention. The aim of this project is to discuss the changing role of teaching grammar from a Saudi teacher&rsquo;s perspective, and to explore why some Saudi EFL teachers might wish to change their approach to teaching grammar and how they might do so. In addition, the following section will try to shed light on some of the salient grammar methods throughout the field of English language teaching (ELT) and provide some implications for EFL teachers and learners.

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