scholarly journals Toward Fluent Speaking: Spoken Grammar Instruction in EFL Classrooms

2018 ◽  
Vol 5 ◽  
pp. 25
Author(s):  
Thao Nguyen
Keyword(s):  
Real Life ◽  
Grammar Instruction ◽  
High Stakes ◽  
Grammar Teaching ◽  
Efl Classrooms

Grammar teaching in EFL classrooms is high-stakes, which can raise anxiety when students try to speak. This also results in their lack of natural and authentic English. The presenter introduces an effective way to help students decrease such anxiety to enhance confidence for more fluency in real-life conversations

scholarly journals Toward Fluent Speaking: Spoken Grammar Instruction in EFL Classrooms

2018 ◽  
Vol 5 (1) ◽  
pp. 25-26
Author(s):  
Thao Nguyen
Keyword(s):  
Real Life ◽  
Grammar Instruction ◽  
High Stakes ◽  
Grammar Teaching ◽  
Efl Classrooms

Grammar teaching in EFL classrooms is high-stakes, which can raise anxiety when students try to speak. This also results in their lack of natural and authentic English. The presenter introduces an effective way to help students decrease such anxiety to enhance confidence for more fluency in real-life conversations

scholarly journals The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

2016 ◽  
Vol 9 (7) ◽  
pp. 70 ◽  
Author(s):  
Bayan Alghanmi ◽  
Nadia Shukri
Keyword(s):  
Learning Styles ◽  
Teacher Development ◽  
Classroom Environment ◽  
English Language ◽  
Classroom Practices ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
English Language Institute ◽  
The Relationship

<p>Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers’ beliefs of grammar and grammar instruction as well as their practices in the classroom. This case study investigates the relationship between teachers’ beliefs of grammar and grammar instruction and their instructional practices. In the first stage, a sample of 30 teaching faculty members at the English Language Institute (ELI) at the University of Jeddah (UJ), in Saudi Arabia completed a survey discussing their beliefs related to grammar instruction. In the second stage, ten of these teachers were observed in classroom in order to explore the relationship between their beliefs and practices. In the third and final stage, open-ended questions were distributed to the teachers after the observations to better understand the factors that influence their beliefs. The findings reveal that teachers’ beliefs are indeed reflected in their classroom practices. Students’ proficiency level, attitudes toward the language, needs, learning styles, classroom environment, and teacher development are six factors that influence the transformation of teachers’ beliefs regarding grammar and grammar instruction into practices. These findings will help broaden the discussion on how to improve the quality of grammar teaching, particularly in the Saudi EFL classroom.</p>

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.

Corpus Linguistics and Second Language Acquisition – the use of ACORN in the teaching of Spanish Grammar

2010 ◽  
Vol 55 (1) ◽  
Author(s):  
Guadalupe Ruiz Yepes ◽  
Ramesh Krishnamurthy
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Corpus Linguistics ◽  
Language Use ◽  
Potential Role ◽  
Real Life ◽  
Grammar Teaching ◽  
Real Language ◽  
Authentic Language

AbstractWith increasing demands for the use of authentic language in the teaching of a second language, the potential role of corpora has been an important issue of discussion in the last two decades. Corpora have helped to reveal patterns of real language use and uncovered discrepancies between the language portrayed in textbooks and the language used in real life.This article focuses on corpus-driven as well as corpus-based grammar teaching, summarising the experience of applying ACORN (the Aston Corpus Network) in the teaching of Spanish Grammar to students in the School of Languages and Social Sciences at Aston University. Our main goals were to show the students a large number of examples taken from authentic language texts, in order to support the grammar explained in class, and to provide them with a very useful resource that they can use while writing essays, preparing for exams, etc.

scholarly journals The Application of Problem-based Learning Approach in English Grammar Instruction: A Pilot Study

2019 ◽  
Vol 10 (3) ◽  
pp. 446 ◽  
Author(s):  
Bella Chiou
Keyword(s):  
Life Experiences ◽  
Classroom Observation ◽  
Real Life ◽  
Positive Influence ◽  
Low Achievers ◽  
Learning Approach ◽  
Grammar Instruction ◽  
English Grammar ◽  
English Class ◽  
Post Test

The study incorporates the problem-based approach (PBL) in the English class with an attempt to improve English low achievers’ grammar competence pertaining to relative clauses and their motivation in learning English. Fifty students divided into seven teams with leader for each were recruited. This study adopts the pre- and post-test research design as well as classroom observation checklist and two assignments. The result indicates that the engagement level of the participants is increased by the scenario-based strategy and their grammar competence improves under PBL instruction after being compared with the scores of pretest and posttest, which suggests that the PBL approach really exerts a positive influence on the performance of the participant. The finding also implies that the participants emphasizes, when offering solutions to the scenario, more on employment than on studies, which may reflect their real life experiences.

scholarly journals Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement

2021 ◽  
pp. 18-40
Author(s):  
Hui-Wen Huang
Keyword(s):  
Digital Media ◽  
Real Life ◽  
Media Production ◽  
Learning Context ◽  
Learning Engagement ◽  
Efl Learners ◽  
Group Collaboration ◽  
Efl Classrooms ◽  
Speaking Performance ◽  
Collaborative Video

This study examined how smartphone-based collaborative video projects influenced English as a Foreign Language (EFL) learners’ speaking performance and learning engagement using blended learning in China. The collaborative video projects helped students engage in two smartphone-based video filming tasks to combine language learning with real-life experiences simultaneously. A total of 65 college students used smartphones to participate in 3-minute collaborative video tasks that were related to the learning context of the classroom textbook. Qualitative and quantitative data were collected during this 8-week intervention. This included pretest and post-test speaking scores, a questionnaire on group collaboration, students’ final reflections and focus group interviews. A paired-sample t test, descriptive analysis and qualitative content analysis were used to analyse the data. The results indicate that students’ speaking abilities were significantly improved at the end of the intervention. They enjoyed group collaboration in the video projects and appreciated acquiring digital media production skills. Interview results highlight the opportunities for and challenges of the educational application of video projects in EFL classrooms.   Implications for practice or policy: Integrating collaborative vlog projects in EFL classrooms can stimulate students’ speaking performance. Student-made collaborative vlogs can help students develop 21st century skills, especially in digital media production. Smartphone-based vlog projects can increase learners’ engagement and enhance their group collaboration skills.  

scholarly journals Perceptions of lecturers on grammar with regard to the four skills teaching

2018 ◽  
Vol 10 (4) ◽  
pp. 307-311
Author(s):  
Fatih Yavuz ◽  
Kubra Sik
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Specific Reference ◽  
Educational Systems ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Proficiency Level ◽  
Formal Instruction ◽  
Grammatical Accuracy ◽  
Shed Light

Abstract With the rise of communicative approaches in modern educational systems, grammar teaching has started to be a controversial issue among researchers. Whether formal instruction of grammar is essential for learners to attain high levels of accuracy in language learning process still remains as a subject to debate. Therefore, this paper focuses on the perceptions of in-service lecturers about grammar teaching, specifically about effectiveness of grammatical accuracy on writing and speaking activities. Data was collected using a questionnaire which is adapted from Jean and Simard (Foreign Language Annals, Vol. 44, No. 3, 2011) targeted the lecturers’ beliefs and perceptions about the effectiveness of formal grammar instruction. With specific reference to lecturers’ beliefs, this study discusses the data obtained from quantitative analysis of the questionnaire which shed light on this issue. This study reveals that for lecturers, formal instruction of grammar is inevitable to attain high proficiency level in writing activities. For speaking activities, however, lecturers do not think that grammar is an essential part of language learning process.

scholarly journals THE ROLE OF LEARNERS’ TEST PERCEPTION IN CHANGING ENGLISH LEARNING PRACTICES: A CASE OF A HIGH-STAKES ENGLISH TEST AT VIETNAM NATIONAL UNIVERSITY, HANOI

2020 ◽  
Vol 35 (6) ◽  
Author(s):  
Nguyen Thuy Lan ◽  
Nguyen Thuy Nga
Keyword(s):  
Factor Analysis ◽  
Language Learning ◽  
Structural Equation ◽  
Real Life ◽  
Foreign Language Learning ◽  
Equation Model ◽  
Equation Modeling ◽  
High Stakes ◽  
Learning Content ◽  
National University

Among various factors influencing foreign language learning, learners’ perception of a high-stakes language test plays a crucial part, especially when the test serves as a threshold for their university graduation.  In this study, the researcher tested a washback effect model by focusing on test-takers’ perception of the high-stakes test VSTEP in terms of test familiarity, test difficulty and test importance. On a sample of 751 Vietnamese learners of English at Vietnam National University, structural equation model was employed to validate the conceptual model. The analytical methods of Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used for analysis. Our empirical findings revealed that VSTEP seems to have had a pervasive impact on the participating students. Senior students’ evaluations of VSTEP acted as the largest factor in constituting the participants’ perception of VSTEP. There are positive links between test pressure and test familiarity with students' goal setting and study planning as well as their selection of learning content and materials. Meanwhile, the pressure from the test had no effect on students’ seeking opportunities to practice with foreigners, and test familiarity did not influence students’ choice of study methods and exam preparing strategies. The emerging patterns from the data also suggested that participating students preferred test-oriented learning content and activities at the cost of interactive English practices for real-life purposes.

Susceptibility to Being Lured Away by a Stranger: A Real-World Field Test of Selective Trust in Early Childhood

2020 ◽  
Vol 31 (12) ◽  
pp. 1488-1496
Author(s):  
Qinggong Li ◽  
Wenyu Zhang ◽  
Gail D. Heyman ◽  
Brian J. Compton ◽  
Kang Lee
Keyword(s):  
Real World ◽  
Real Life ◽  
Life Situation ◽  
High Stakes ◽  
Total N ◽  
Epistemic Trust ◽  
Selective Trust ◽  
Female Children ◽  
Real Life Situation ◽  
New Location

In this preregistered field study, we examined preschool children’s selective trust in a real-life situation. We investigated whether 3- to 6-year-old children (total N = 240) could be lured to a new location within their school grounds by an unfamiliar adult confederate. In a between-subjects manipulation, the confederate established either a high or a low level of personal credibility by providing information that the child knew to be either true or false. In Experiment 1, in which the confederate was female, children showed sensitivity to informational accuracy by being less willing to leave with an uninformed confederate, and this effect increased with age. In Experiment 2, in which the confederate was male, children were reluctant to leave regardless of informational accuracy. These findings point to real-world implications of epistemic-trust research and provide the first evidence regarding the early development of selective trust in a high-stakes naturalistic context.

scholarly journals The Dative Case for Comprehension-Based Grammar Teaching

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Zeddari Ikbal
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Target Language ◽  
Grammar Instruction ◽  
Contrastive Analysis ◽  
Grammar Teaching ◽  
Dative Alternation ◽  
Dative Case ◽  
Linguistic Analyses ◽  
Explicit Grammar Instruction

This paper presents a comprehension-based model for explicit grammar instruction. It is argued that the process of grammar teaching and learning can better be treated as a communicative event with content drawn from pedagogically relevant aspects of contrastive linguistic analyses of the first language (L1) and the the second language (L2). Within a task-based pedagogy, L2 learners can be engaged in concept-forming activities that allow them to develop an understanding of the target grammatical features to facilitate later interlanguage restructuring. This model is illustrated with an exercise in the English dative alternation based on a contrastive analysis of this lexico-syntactic phenomenon in English, the target language and Moroccan Arabic, the students’ L1.

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