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

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.

2020 ◽  
Vol 3 (2) ◽  
pp. 123
Author(s):  
Elih Sutisna Yanto ◽  
Ghyarlina Triyani ◽  
Hikmah Pravitasari

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.


2015 ◽  
Vol 4 (1) ◽  
pp. 37
Author(s):  
Wei Liao

<p>This study intends to apply scaffolding theory to the teaching of English subjunctive mood in senior high schools. After reviewing the researches about scaffolding theory and some studies related to English grammar teaching, the author puts forward a real lesson plan for subjunctive mood teaching, which includes the analysis of teaching material, teaching aims, teaching key point and difficult points, teaching method and the most important, teaching procedures. During the teaching procedures, the author tries to analyze every step, namely, lead-in, presentation and observation, discovery, practice, production, summary and homework, and after-class reflection, from the perspective of scaffoldings the teacher has given to students. The final finding shows that scaffolding can stimulate students’ interest in learning, and improve their ability of independent and cooperative learning. On the whole, the practice of applying scaffolding theory can be encouraged in English grammar teaching.</p>


2019 ◽  
Vol 10 (2) ◽  
pp. 304
Author(s):  
Simin Wang

With the increasing of frequent international contact, people pay close attention to the cultivation of communicative competence in foreign language learning. Grammar course deserves a primary status on the curricula for English teaching reform. In order to improve students’ grammar skills, the National New English Curriculum Syllabus advocates that Task-Based Language Approach should be adopted in English classroom, which has become popular since the mid-1980 in grammar teaching. When compared with traditional teaching method, TBLA could effectively settle the existing problems in grammar teaching. Therefore, this paper is to confirm that the application of Task-based Approach has a great impact on English language teaching and learning. Based on the theory of tasked-based approach, the paper summarizes the design principles of teaching tasks, teaching process and contexts. In the end, it encourages teachers to apply Task-based approach into English grammar teaching in junior high schools.


2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Yiqun Yin

In recent years, as a new type of educational resource, microclassroom continues to attract the attention of many domestic and foreign scholars and professionals due to its short, convenient, and effective features. How to improve the quality and effectiveness of English grammar teaching has always been a concern of teachers. Researchers at all stages of education are also exploring effective teaching methods in the new era through the microclassroom model. This article aims to study the English embedded grammar supplementary teaching method and apply it to the design of the microclassroom mode. This article puts forward the definition of microclassroom and English grammar and conducts related research on microclassroom and English grammar teaching. It also proposes the theory of constructivism and the analytic hierarchy process, which are effectively applied to the experimental part of this article. The experimental part is designed from four aspects: research questions, research objects, test and survey questionnaires, and experimental research process. The experimental results of this article show that the embedded oral supplementary teaching in high school English teaching is in line with students' academic conditions and teaching rules and is taught in a microclass mode. Totally, 58.97% of students believe that this mode is more beneficial for in-depth mastery of basic knowledge.


2019 ◽  
Vol 9 (8) ◽  
pp. 990
Author(s):  
Ling Wang

English grammar is an essential part of English learning, and it is the basis for students to grasp English. English grammar learning has become a major problem for high school students in the process of English learning. Therefore, it is particularly important to find an effective way to help students master English grammar. Mind map, which is a tool to express divergent thinking, can help people rationally utilize man’s left and right brain to improve people’s creativity and memory. Mind map has drawn Chinese educator’s more and more attention. Based on the basic goals and requirements of the new nation curriculum reform, this paper will focus on the application of Mind map in English grammar teaching, and whether applying Mind map in English grammar teaching can improve students’ interest and efficiency in grammar learning, thus becoming a feasible teaching method in the process of grammar teaching. Through this study, this paper draws a conclusion that the application of Mind map in English grammar can enhance the students’ initiative, promote the students’ interest in learning, the efficiency of learning and the ability of grasping grammar knowledge.


2006 ◽  
Vol 33 (1-2) ◽  
pp. 11-38 ◽  
Author(s):  
Maria E. Rodríguez-Gil

Summary This paper examines Ann Fisher’s (1719–1778) most important and influential work, A New Grammar (1745?). In this grammar, the author did not follow the trend of making English grammar fit the Latin pattern, a common practice still in the eighteenth century. Instead, she wrote an English grammar based on the nature and observation of her mother tongue. Besides, she scattered throughout her grammar a wide set of teaching devices, the ‘examples of bad English’ being her most important contribution. Her innovations and her new approach to the description of English grammar were indeed welcomed by contemporary readers, since her grammar saw almost forty editions and reprints, it influenced other grammarians, for instance Thomas Spence (1750–1814), and it reached other markets, such as London. In order to understand more clearly the value of this grammar and of its author, this grammar has to be seen in the context of her life. For this reason, we will also discuss some details of her unconventional lifestyle: unconventional in the sense that she led her life in the public sphere, not happy with the prevailing idea that women should be educated for a life at home.


2022 ◽  
Vol 12 ◽  
Author(s):  
Minghui Du ◽  
Yiqun Qian

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.


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