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.

scholarly journals DEDUCTIVE AND INDUCTIVE INSTRUCTIONS FOR TEACHING ENGLISH GRAMMAR IN ONLINE CLASSROOM

Lire Journal ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 168-183
Author(s):  
Christina Eli Indriyani
Keyword(s):  
Prospective Teachers ◽  
Online Teaching ◽  
English Education ◽  
Teaching Strategy ◽  
Private University ◽  
Online Classroom ◽  
Grammar Teaching ◽  
English Grammar ◽  
Young Learners ◽  
Teaching Grammar

Realizing the importance of teaching grammar to young learners, pre service teachers, as prospective teachers, need to reflect their own grammar teaching performance. Moreover, during the covid-19 pandemic outbreak where all learning processes are conducted online, teaching strategy needs to be considered. Therefore, this study aimed to find out whether the pre-service teachers apply the deductive or inductive teaching instructions in teaching grammar to young learners during the online class and to investigate how pre-service teachers develop the instructions. To reach the objectives, qualitative research was employed by observing and analysing the teaching videos of thirteen pre service teachers. The pre service teachers were the students of English Education Department in a private university in Jakarta who enrolled the Teaching Internship program. All videos were transcribed and then the analysed data were put in a table and coded to ease the identification of deductive and inductive instructions. The results revealed that more students adopted deductive grammar instructions in teaching grammar for young learners rather than inductive instruction. Furthermore, the way the pre service teachers developed both instructions followed the PPP and TTT models with different emphasis on the Presentation and Teach parts. The tendency done in the Presentation part for inductive teaching was the pre service teacher acted as instructor whereas the Teach part in inductive teaching was as facilitator. Eventually, from this study it can be concluded that pre service teachers adopted deductive and inductive grammar instructions because both are suitable for teaching grammar to young learners in online classroom setting within consideration of meaningful learning activities.

scholarly journals Online and Offline Mixed Intelligent Teaching Assistant Mode of English Based on Mobile Information System

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Miao Yanfei
Keyword(s):  
Information System ◽  
Teaching Methods ◽  
Rapid Development ◽  
Teaching Assistant ◽  
Internet Technology ◽  
Teaching Resources ◽  
Good Opportunity ◽  
English Teaching ◽  
Teacher Guidance ◽  
Mobile Information

In order to actively explore the English teaching methods in the “Internet+” era, by exploring the teaching effects of online and offline mixed teaching English courses, it is found that the online and offline mixed teaching methods are very popular among students. Autonomous learning can enable students to acquire knowledge with greater flexibility and efficiency and make teacher guidance more targeted and interactive in offline classrooms, thereby improving teaching effects. In the new era, the rapid development and progress of Internet technology, information technology, and multimedia provide a good opportunity for China to continue to promote the reform of education and teaching. This article aims to study the online and offline mixed intelligent teaching assistant mode of English based on the mobile information system, expounds the overall design strategy of the online and offline mixed teaching mode, and proposes to strengthen the online and offline English mixed intelligent teaching assistant mode. And this article proposes an English hybrid intelligent teaching assistant model based on mobile information system development, which integrates massive English teaching resources. According to each student’s learning progress, tailor-made online learning courses and materials, combined with offline auxiliary teaching, achieve double education guarantee. The experimental results in this article show that if 30 people in the exam refer to the results, the teacher wants to analyze the results of these 10 questions. Please enter these 10 questions and corresponding rules of the user interface into the database, and use the system for reasoning and analysis, and the knowledge points involved in selecting 10 questions on the test paper are divided into 9 different grammatical points. When the entire class has conquered them and they are all deterministic answers, the weighted value is the current lowest value, which is 0. This shows that the system is very convenient.

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.

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.

scholarly journals Optimization Analysis and Implementation of Online Wisdom Teaching Mode in Cloud Classroom Based on Data Mining and Processing

2021 ◽  
Vol 16 (01) ◽  
pp. 205
Author(s):  
Jing Gao ◽  
Xiao-Guang Yue ◽  
Lulu Hao ◽  
M. James C. Crabbe ◽  
Otilia Manta ◽  
...  
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Recommendation System ◽  
Rapid Development ◽  
Internet Technology ◽  
Personalized Recommendation ◽  
Optimization Analysis ◽  
Teaching Mode ◽  
Internet Education ◽  
Effi Ciency

The rapid development of Internet technology and information technology is rapidly changing the way people think, recognize, live, work and learn. In the context of Internet + education, the emerging learning form of a cloud classroom has emerged. Cloud classroom refers to the process in which learners use the network as a way to obtain learning objectives and learning resources, communicate with teachers and other learners through the net-work, and build their own knowledge structure. Because it breaks the boundaries of time and space, it has the characteristics of freedom, high effi-ciency and extensiveness, and is quickly accepted by learners of different ag-es and occupations. The traditional cloud classroom teaching mode has no personalized recommendation module and cannot solve an information over-load problem. Therefore, this paper proposes a cloud classroom online teach-ing system under the personalized recommendation system. The system adopts a collaborative filtering recommendation algorithm, which helps to mine the potential preferences of users and thus complete more accurate recommendations. It not only highlights the core position of personalized curriculum recommendation in the field of online education, but also makes the cloud classroom online teaching mode more intelligent and meets the needs of intelligent teaching.

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.

Study on Resource Construction and Management of Multimedia Network Teaching

2013 ◽  
Vol 756-759 ◽  
pp. 800-803
Author(s):  
Jun Hua Zhang ◽  
Da Ping Wang ◽  
Lin Wang ◽  
Xin Guo
Keyword(s):  
Resource Sharing ◽  
Rapid Development ◽  
Teaching Quality ◽  
Internet Technology ◽  
Digital Learning ◽  
Management Effectiveness ◽  
Teaching Resources ◽  
Network Teaching ◽  
Multimedia Network

The rapid development of computer technology, internet technology and multimedia technology has an increasingly profound impact on education. The importance of multimedia network teaching has been fully affirmed, and the quality of network teaching resources is the core, which is directly related to the effectiveness of teaching. Some practicable methods on resource construction and management of multimedia network teaching are proposed in this paper, to standardize teaching resources, realize resource sharing, improve teaching quality and management effectiveness and at the same time meet the needs of digital learning.

scholarly journals Design and Analysis of Interactive Multimedia Online Physical Education Platform considering Moving Object Segmentation Algorithm

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Yanle Hu ◽  
Jing Zhou ◽  
Bin Gao
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Interactive Multimedia ◽  
Object Segmentation ◽  
Segmentation Algorithm ◽  
Internet Technology ◽  
Teaching Resources ◽  
Teaching Management ◽  
Education Platform ◽  
Learning Interest

With the development of Internet technology, Internet plus education has become a new mode of changing traditional education methods. Therefore, online physical education has attracted more and more attention. This paper introduces the sports object segmentation algorithm, designs an interactive multimedia online sports education platform by combining the research needs of sports online education platform, and analyzes online sports education from three aspects, sports teaching management, sports teaching resources, and sunshine sports activities, in order to improve the quality of sports education and improve students’ learning interest. Simulation results show that the algorithm is effective and can support the analysis of interactive multimedia online physical education platform.

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.

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.

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