On Teaching Grammar

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Patricia Lunn
Keyword(s):  
Focus On Form ◽  
Basic Language ◽  
Language Classes ◽  
Language Data ◽  
Form Model ◽  
The University ◽  
Teaching Grammar ◽  
Organizing Principles ◽  
Natural Component ◽  
Lost Opportunity

AbstractThere are two major arguments for including grammar in the university Spanish curriculum: 1) that grammar identifies productive patterns that can serve as organizing principles for learning, and 2) that the structure of Spanish constitutes part of the knowledge that a humanities-based education is designed to impart. Recent research in the focus on form model has superseded the dichotomous debate on acquisition versus learning and provided a research-based justification for using grammar to focus student attention on productive patterns. Grammar should also play a role beyond the basic language sequence; because one of the defining characteristics of a language is its grammar, it is a natural component of cultural studies (a view supported by the ACTFL standards). Restricting the debate about teaching grammar to the realm of applied linguistics produces unrealistic expectations for the language classes and a lost opportunity for engagement with language data in the culture classes.

Pedagogical Descriptions of Language: Grammar

1989 ◽  
Vol 10 ◽  
pp. 187-195 ◽  
Author(s):  
Diane Larsen-Freeman
Keyword(s):  
Language Use ◽  
Research Evidence ◽  
Early Stage ◽  
Language Teachers ◽  
Target Language ◽  
Focus On Form ◽  
Form Versus ◽  
Learner Performance ◽  
Language Form ◽  
Teaching Grammar

For hundreds of years, language educators have alternated between favoring language teaching approaches which focus on language form and those which emphasize language use or which focus on the message (Celce-Murcia 1979). For the greater part of this past decade, it has been the latter which have been fashionable. As a consequence, language teachers have been discouraged from teaching grammar. In fact, during the 1980s explicit grammer instruction has even been proscribed by certain methodologists (Krashen 1982; 1985, Krashen and Terrell 1983, Prabhu 1987). Although this position has been repeatedly assailed (Higgs and Clifford 1982, Long 1983; 1988, Harley and Swain 1984, Pienemann 1984), the proscribers persist. Only as recently as June 1988, Van Patten concluded that “…research evidence to date does not suggest that a focus on form is either necessary or beneficial to early stage learners’ (1988:243). Undeniable is the fact that research has pointed to a difference in learner performance (e.g., type of errors made) depending on whether there is a focus on form or not (Pica 1983, Spada 1987); still to be resolved, and surely an issue which will motivate much research in the next decade, is the extent to which a focus on form versus on a focus on message affects the rate of target language attainment. Such research will hopefully be conducted in a way which disambiguates “focus on form” (Larsen-Freeman and Long 1988, Beretta 1989).

scholarly journals Poetry in Teaching Grammar to the Advanced Users of Polish as a FL

2019 ◽  
Vol 5 (1) ◽  
pp. 55-72
Author(s):  
Marzena S. Wysocka
Keyword(s):  
Language Awareness ◽  
Teaching Literature ◽  
Advanced Learners ◽  
Language And Culture ◽  
Teaching Context ◽  
Polish Language ◽  
The University ◽  
Written Assignments ◽  
Teaching Grammar ◽  
Insight Into

The article offers an insight into problematic issues the advanced learners of Polish as a FL cope with in terms of grammar in speaking and writing. It opens with a brief insight into teaching literature, poetry including, in a FL classroom. What follows includes types of poems and their potential to be used in the teaching context, mainly when teaching grammar. Having presented  the scope of linguistic problems experienced by the users of Polish as a FL, the type and frequency of grammatical problems are discussed. Polish grammar-based issues the foreigners struggle with constituted the main area of the research conducted among 146 students of the Polish Language Course attending the School of Polish Language and Culture at the University of Silesia in Katowice, Poland. The findings come from oral and written assignments produced by the sample in question, and, most frequently, reflect grammatical mistakes that are persistent and difficult to eliminate from the linguistic repertoire. Given that,  ways of using poetry as a means of a “grammar refresher” are suggested. These include a few examples of activities based on poems to be used  when trying to overcome particular linguistic difficulties, together with implications for teachers raising students’ language awareness and developing reflection on language per se.

Technology of differentiated training bases of algorithmization and programming on the first course of the university on the basis of the DL.GSU.BY system of distance learning

2021 ◽  
pp. 60-66
Author(s):  
M. S. Dolinsky ◽  
M. A. Dolinskaya
Keyword(s):  
Programming Languages ◽  
Goal Setting ◽  
Practical Experience ◽  
Educational Process ◽  
Basic Language ◽  
Teaching Text ◽  
Zero Entry ◽  
Effectiveness Of Training ◽  
Differentiated Learning ◽  
The University

The article describes the technology of teaching text-based programming on the basis of the DL.GSU.BY website. The main advantages of the technology include: “zero entry threshold”, training adapted to the student, many years of practical experience, efficiency, scalability. The following issues are consistently considered in the article: idealized goal setting; the use by students of a programming language of their choice from a variety of modern programming languages when performing practical tasks in the discipline; a clear verification of goal achievement; blended learning; effective personalization of the educational process; non-standard organizational and technical decisions; effectiveness of training. The idealized goal setting includes the need to teach students the following: algorithmic reformulation of the problem statement; knowledge of a set of basic language constructs, as well as basic builtin procedures and functions; the ability to use basic algorithms on one-dimensional and two-dimensional arrays, sets of plane points, lines, queues; the ability to develop and debug new algorithms. Effective personalization of the educational process is provided with the help of such techniques: at each lesson, the student is offered a choice of activities that correspond to current level of his training; automatic verification of solutions is provided with the test assignment service; the system of automatic differentiated learning is used.

Der Zusammenhang Von Muttersprache Und Zweit-Sprache Bei Der Sozialisation Von Migrantenkindern in Der Bundesrepublik Deutschland

1990 ◽  
Vol 37 ◽  
pp. 68-82
Author(s):  
Rupprecht S. Baur
Keyword(s):  
School System ◽  
Mother Tongue ◽  
Social Situation ◽  
Federal Republic Of Germany ◽  
Language Tests ◽  
The Social ◽  
German School ◽  
Language Data ◽  
The University

In the Federal Republic of Germany a discussion is going on about the role of teaching the mother tongue. This paper presents part of the data from a project presently carried out at the University of Essen (FRG). They consist of language tests (C-tests) in both the mother tongue of the students and German, as well as of a social survey investigating the students' attitude to school, the social situation and the language spoken at home, etc. The sample was taken from three nationalities. 1200 Greek, Turkish and Yugoslavian students were tested (400 for each nationality) aged between 10 and 16 (5th. to 10th. grade in the German school system). The sample was grouped into sets of two grades (5th, 6th. 7th., 8th. and 9th andl0th grade in the German school system) in each nationality. The language data confirm that supporting the mother tongue has no bad effects on the acquisition of the second language.

scholarly journals Cognitive Construal-Consistent Instructor Language in the Undergraduate Biology Classroom

2019 ◽  
Vol 18 (4) ◽  
pp. ar63 ◽  
Author(s):  
Nicole Betz ◽  
Jessica S. Leffers ◽  
Emily E. Dahlgaard Thor ◽  
Michal Fux ◽  
Kristin de Nesnera ◽  
...  
Keyword(s):  
Science Classroom ◽  
Biological Science ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Demographic Profiles ◽  
Intuitive Thinking ◽  
Language Classes ◽  
Biological World ◽  
The University ◽  
University Science

Researchers have identified patterns of intuitive thinking that are commonly used to understand and reason about the biological world. These cognitive construals (anthropic, teleological, and essentialist thinking), while useful in everyday life, have also been associated with misconceptions about biological science. Although construal-based thinking is pervasive among students, we know little about the prevalence of construal-consistent language in the university science classroom. In the current research, we characterized the degree to which construal-consistent language is present in biology students’ learning environments. To do so, we coded transcripts of instructor’s speech in 90 undergraduate biology classes for the presence of construal-consistent language. Classes were drawn from two universities with very different student demographic profiles and represented 18 different courses aimed at nonmajors and lower- and upper-division biology majors. Results revealed construal-consistent language in all 90 sampled classes. Anthropic language was more frequent than teleological or essentialist language, and frequency of construal-consistent language was surprisingly consistent across instructor and course level. Moreover, results were surprisingly consistent across the two universities. These findings suggest that construal-consistent language is pervasive in the undergraduate classroom and highlight the need to understand how such language may facilitate and/or interfere with students learning biological science.

scholarly journals Leveraging Digital Library Infrastructure to Build a Language Archive

2021 ◽  
Author(s):  
Mark Phillips ◽  
Mary Burke ◽  
Hannah Tarver ◽  
Oksana Zavalina
Keyword(s):  
Digital Library ◽  
Data Representation ◽  
Lessons Learned ◽  
University Of North Texas ◽  
Digital Collections ◽  
Language Representation ◽  
Language Data ◽  
Access To Data ◽  
The University ◽  
Digital Language

Building a digital language archive requires a number of steps to ensure collecting, describing, preserving, and providing access to language data in effective and efficient ways. The Computational Resource for South Asian Languages (CoRSAL) group has partnered with the University of North Texas (UNT) Digital Library to build a series of interconnected digital collections that leverage existing UNT technical and metadata infrastructure to provide access to data from and for various language communities. This article introduces the reader to the background of this project and discusses some of the important for representing language materials areas where UNT metadata has needed flexibility to better fit the needs of intended audiences. These areas include a workflow for standardized language representation (the Language field), defining roles for persons related to the item (Creator and Contributor fields), and representing interconnections between related items (the Relation field). Although further work is needed to improve language data representation in the CoRSAL digital language archive, we believe the model adopted by our team and lessons learned could benefit others in the language archiving community.

scholarly journals PEMBELAJARAN KAIDAH BAHASA INDONESIA DAN KETERAMPILAN BERBAHASA SECARA TERPADU DENGAN PENDEKATAN FOCUS ON FORM PADA SISWA SEKOLAH MENENGAH PERTAMA

LITERA ◽  
2014 ◽  
Vol 13 (1) ◽  
Author(s):  
Sumarwati Sumarwati ◽  
Atikah Anindyarini ◽  
Amir Fuady
Keyword(s):  
Text Comprehension ◽  
Teaching And Learning ◽  
Teaching Model ◽  
Research Subjects ◽  
Focus On Form ◽  
Instructional Process ◽  
Grammar Teaching ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Teaching Grammar

This study aims to: (1) map the students’ needs to enhance their understanding of grammar (2) map the teachers’ needs to overcome students’ low understanding of grammar, and (3) design a grammar teaching model. This was a research and development study. The research subjects were Grade VIII students of twelve junior high schools. Theresults indicate that (1) the majority of students say that it is necessary to have more intensive teaching and learning of Indonesian grammar; (2) they state that it is necessary to learn all the components of grammar more intensively; (3) all teachers do not deliver the knowledge about grammar beyond the competency standard; (4) the main problemsthat teachers experience in teaching grammar through an integration of all language skills are materials preparation, strategy selection, and assessment; and (5) the teaching model to implement “focus on form” includes instructional process, interactive feedback, text comprehension enhancement, task-based instruction, collaborative tasks, and discoursebased approach.

scholarly journals Facebook as a Virtual Learning Space to Connect Multiple Language Classrooms

2015 ◽  
Vol 45 (1) ◽  
pp. 44-69
Author(s):  
Paul L. Sebastian ◽  
Rob A. Martinsen
Keyword(s):  
Virtual Learning ◽  
Learning Spaces ◽  
Student Interactions ◽  
Learning Space ◽  
Face To Face ◽  
Language Classes ◽  
Language Classrooms ◽  
Project Data ◽  
The University ◽  
Student Reports

This study examined the potential of the Facebook group utility inassisting 54 university Spanish students and pre-service Spanishteachers as they explored their roles as teachers and learners.Participants represented two Spanish language classes and twoSpanish teaching methods classes at the university level. These classeswere combined into a Facebook group and student interactions wererecorded. A qualitative case study was used to frame the 12 weekresearch project. Data were collected from the Facebook group wall,weekly student reports, and a final optional survey (n = 42). Resultswere organized with respect to how participants used the Facebookgroup, how the virtual and physical learning spaces were connected,benefits of participation as perceived by the students, and genuinenessof student contributions. Recommendations are offered for thoseconsidering the implementation of similar virtual learning spaces asextensions of face-to-face foreign language or teacher trainingclassrooms.

scholarly journals Challenges of Distance Learning in Language Classes: Based on the Experience of Distance Teaching of Arabic to Non-native Speakers in Light of the Coronavirus Pandemic

2021 ◽  
Vol 12 (3) ◽  
pp. 444-451
Author(s):  
Dalal Moh'd Al-Assaf
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Language Learning ◽  
Native Speakers ◽  
Language Education ◽  
Arabic Language ◽  
Educational Goals ◽  
Distance Teaching ◽  
Language Classes ◽  
The University

This study aims to investigate the challenges that learners and teachers of a language face during distance learning classes, especially learners and teachers of the Arabic language as a second language, based on the results of a distance learning experiment on non-native speakers of the Arabic language at the University of Jordan during the second term of 2019-2020. The study seeks to introduce the proper solutions that may mitigate these challenges to achieve the educational goals through distance learning while teaching the Arabic language as a second language. This study used the applied descriptive approach in identifying these challenges. It concluded that these challenges significantly impact the language learning process, including mastering it, the extent of benefit, and the influence on students' linguistic progress. This study recommends that these challenges are considered when adopting distance learning as a language education method at teaching language classes as a second one. These challenges need to be considered when planning for direct and indirect lessons in Arabic language educational classes, primarily via the Internet.

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