scholarly journals A Study on the Effectiveness of English Grammar Teaching and Learning in Chinese Junior Middle Schools

2018 ◽  
Vol 8 (11) ◽  
pp. 1553
Author(s):  
Chunyi Ji ◽  
Qi’ang Liu
Keyword(s):  
Middle Schools ◽  
Foreign Language ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Zhejiang Province ◽  
English Curriculum ◽  
Grammar Teaching ◽  
Grammatical Competence ◽  
English Grammar ◽  
Goals And Objectives

The article conducts a questionnaire survey and interview on the students and teachers in three different junior middle schools in Zhejiang Province of China. The results indicate that the effectiveness in English grammar teaching and learning is not satisfactory. And the grammatical competence is not correlated with the goals and objectives of the National English Curriculum. There is significant demand for teachers to encourage students to improve the efficiency and accuracy of English grammar. The outcome is useful for foreign language researchers to know better about current situation of grammar teaching and learning in Chinese junior middle schools. Some suggestions are presented to enhance the effectiveness of English grammar teaching and learning.

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.

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.

English Pragmatics in Ecuador

2017 ◽  
Vol 7 (9) ◽  
pp. 723
Author(s):  
Gerardo E. Heras Urgilés ◽  
Jean-Paul Jara Villacreces
Keyword(s):  
High School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Teachers ◽  
Language Learner ◽  
Public High School ◽  
Research Project ◽  
High School English ◽  
English Teaching ◽  
English Curriculum

Research has revealed that developing the pragmatic ability is a key element for any second or foreign language learner. The present paper aims to shed some light on the issue of pragmatics as part of English teaching and learning in the context of Ecuador. This paper is part of a research project that will involve public high school English teachers of Cuenca, Ecuador. After extensive research, it has been found that even though pragmatics is now part of the new English curriculum in this country, research in this field of linguistics is almost nonexistent.

scholarly journals Learning German grammar after English: Let us give Ukrainian students a chance

2020 ◽  
Vol 9 (29) ◽  
pp. 516-529
Author(s):  
Nataliia Borysko ◽  
Alina Dolyna ◽  
Elvira Bondarenko ◽  
Iryna Korniiko
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mutual Influence ◽  
Process Analysis ◽  
Teaching Experience ◽  
Foreign Languages ◽  
Metalinguistic Awareness ◽  
Grammatical Competence ◽  
Insufficient Amount ◽  
Methodological Principles

The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems.   The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.

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 A proposal of reflection on English Grammar Teaching

2021 ◽  
Vol 4 (7) ◽  
pp. 40-52
Author(s):  
Isael Gómez López ◽  
Yoel Pérez Sánchez
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
Language Teachers ◽  
Grammar Teaching ◽  
English Only ◽  
English Grammar ◽  
Self Confidence ◽  
English Language Teachers ◽  
Relationship Of

The present work poses a reflection with the English language teachers on the importance that should be awarded to grammar in the teaching and learning of this language. Without leaving aside the integrating character promoted by the communicative approach in the treatment of the leading skills and the insertion of the students in communicative situations that enables the practice in linguistic habits formation through the development of the different components that are part of the communicative competence, the author expresses some ideas and criteria on how the professorship can teach grammar by means of the abilities to speak and write in English, and not English only through grammar.Cross grammar teaching from the leading skills-according to what is being analyzed by this author_ provides the tools and is the vehicle to carry out any communicative endeavor beyond the classroom. The author presents a system of exercises that show the transversal relationship of grammar with the leading skills. For the development of this work some methods were used such as: historic-logical, analysis-synthesis, inductive-deductive, systemic-structural-functional and the documentary revision. With the applicationof this grammatical proposal the students improved their speaking and writing skills, and their linguistic self-confidence was increased as well.

GRAMMATICAL DIFFICULTIES FACED BY SECOND LANGUAGE (L2) LEARNERS IN WRITING SENTENCES

2019 ◽  
Vol 10 (1) ◽  
pp. 71-80
Author(s):  
Khairun Nasir
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
English Department ◽  
Research Subjects ◽  
English Writing ◽  
Grammar Teaching ◽  
English Grammar ◽  
Five Factors ◽  
L2 Learners ◽  
Cover Up

This research deals with the grammatical difficulties faced by students in their English writing sentences. It begins from L2 students that complains English Grammar as one of the complicated features in writing, especially the students from English Department of IAIN Lhokseumawe. Therefore, the objectives of this research were to find out any grammatical difficulties faced by the students in their English Writing Sentences and to cover up any reasonable factor occurs in using English Grammar to their English writing. Case study was adopted in this research by using descriptive qualitative approach. English Department students of IAIN Malikussaleh Lhokseumawe in the second semester (2017/2018 Academic Year) were taken purposively as research subjects. The data were student’s written sentence transferred as documentary evidence with retrospective interview transcription; and (2) Focus Group Discussion note. After analyzing the data qualitatively by Interactive Model Technique, it was found that students got some grammatical difficulties related to (1) problems of meaning complexity, (2) problems of form complexity, and (3) problems of form-meaning mapping relationship. Moreover, by five factors contribute to those difficulties, namely: (1) knowledge of syntactic constituents, (2) knowledge of semantics; (3) knowledge of pragmatics; (4) previous grammar teaching and learning; and (5) L1 knowledge. As the implication, it is suggested that L2 learners be aware of the grammatical difficulties that they are referring to and it is also important that lecturers develop some instructional approaches which focus exclusively on one aspect of language or another (e.g., form and meaning) in teaching the writing that associated with its genre.

scholarly journals A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar

2011 ◽  
Vol 4 (2) ◽  
pp. 13 ◽  
Author(s):  
Shih-Chuan Chang
Keyword(s):  
Translation Method ◽  
Teaching English ◽  
Grammar Teaching ◽  
Grammatical Competence ◽  
Contrastive Study ◽  
English Grammar ◽  
Significant Difference ◽  
Post Test ◽  
Grammar Translation Method ◽  
Communicative Approach

The Grammar Translation Method and the Communicative Approach have both played important roles in grammar teaching. Which is better, the Grammar Translation Method or the Communicative Approach? This paper aims to compare the controllability and feasibility of these two approaches and find out which one is more suitable for grammar teaching in Taiwan. Two classes were selected and taught by the Grammar Translation Method and the Communicative Approach respectively. The college admission test showed that they share a similar level of the overall English proficiency before the intervention. The pre-test demonstrated that there wasn’t any distinction between the two classes in their grammatical competence. The post-test embodied that there was significant difference in their grammatical competence between the two classes. The scores of the students in the Experimental Class were higher than that in the Control Class. The result showed that grammar teaching in the framework of the Grammar Translation Method is better than the Communicative Approach. Nevertheless, the Communicative Approach emphasizes fluency and the Grammar Translation Method is concerned with accuracy. Fluency and accuracy are the target for English learning. So the best way to improve the situation is to combine both methods in teaching English Grammar.

scholarly journals The Effectiveness of Using Games for Developing Young Learners’ Grammar Competence

2019 ◽  
Vol 16 (2) ◽  
pp. 49-61
Author(s):  
Polona Lilić ◽  
Silva Bratoz
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Review Of The Literature ◽  
Teaching English ◽  
Grammar Teaching ◽  
English Grammar ◽  
Young Learners ◽  
Teaching Grammar ◽  
Meaningful Communication

The main aim of this paper is to explore the effectiveness of using games in teaching English grammar to young learners. Today there is an overall agreement among researchers in foreign language teaching and language acquisition that grammar should be taught at all levels of instruction, including to young learners, bearing in mind that it should be considered in the context of meaningful communication. The paper first presents a review of the literature in the area of grammar teaching and using games for language teaching purposes. The second part presents the results of an experimental study aimed at testing the hypothesis that activities based on grammar games are a more efficient strategy for teaching grammar than more traditional ELT activities. The results of the experiment prove the efficacy of using grammar games in teaching grammar to young learners.

scholarly journals VIRTUAL TEACHING AND LEARNING ENVIRONMENT IN SHAPING STRATEGIES FOR PROFESSIONAL FOREIGN LANGUAGE COMMUNICATION BETWEEN FUTURE SOFTWARE ENGINEERS

2018 ◽  
Vol 67 (5) ◽  
pp. 239
Author(s):  
Oksana V. Tynkaliuk ◽  
Iryna Z. Semeriak
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Personal Interest ◽  
Online Chat ◽  
Teaching And Learning Environment ◽  
Language Communication ◽  
Software Engineers ◽  
Virtual Teaching

The article substantiates and appraises a set of PC-oriented and network techniques (such as online chat-based training and learning) and communicative and game-playing techniques (such as briefing, debriefing-contemplation, simulation) to help future software engineers elaborate a strategy to engage in communication on professional matters in a foreign language. The authors have ascertained the structure and the contents of the key notions pertaining to the present study, specifically: ‘strategy for professional foreign language communication’, ‘virtual teaching and learning environment’, and ‘online chat teaching and learning techniques’; a system of exercises and tasks has been developed that are to be given out to future specialists in order to develop their online communication skills in line with the aforementioned strategy. ‘Strategy for professional foreign language communication’ is construed by the authors as a cumulative aggregate for incremental thinking and speaking activities designed to help participants of the act of communication model their own communicative behaviour in the context of communication on professional matters in a foreign language aimed at attaining the objective of communication in the process of conversing with each other. Students’ index of personal interest in studying a foreign language for communication on profession-related matters has also been verified. In order to ascertain the level of personal interest in a foreign language among students, a questionnaire survey focusing on 1st and 2nd year students of the Faculty of Mathematics and IT Technologies at Ivan Franko National University of Lviv (Ukraine) has been conducted. We have compiled methodological guidelines to be issued to foreign language teachers at universities, outlining best practices to organise training and help future software engineers outline their strategies for professional foreign language communication; besides, a training toolkit entitled IT Student’s English Handbook showcasing a number of options for online (Internet-based) simulations has been put together. Having interpreted the results of questionnaire survey, we have been able to prove that the abovementioned training techniques do prove to be efficient.

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