A Study the Position of Teaching of English Grammar in Rural Secondary Schools of Shikaripura Taluk

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Kiran Kumar K.S.
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
17Th Century ◽  
English Word ◽  
Francis Bacon ◽  
General Study ◽  
Important Place ◽  
English Grammar ◽  
Latin Word ◽  
Teaching Learning

“One, who climbs the grammar tree, distinctly knows where noun, verb and participle grow.” – Dryden (1635). In the teaching-learning of a language, grammar occupies an important place. It helps the teacher to master the language well. It is also of great help to the learners. The English word grammar has come from the Greek word 'grammar' meaning a 'LETTER.' In classical Greek and the Latin word 'grammar' is referred to the general study of literature and language. From the 17th century onwards two meanings have been compared with each other in English. In 1605 Francis Bacon wrote concerning speech and words", the consideration of them produced the science of grammar ' while in 1637 Ben Johnson writes, " the grammar is the art of true and well speaking language." Then Bacon has told that 'grammar' is a science, a study of set of phenomena; but for Johnson, grammar is an art, the skill or technique of speaking well. Then L. Murray has written about grammar in 1824 English grammar is the art of speaking and writing the English language with propriety.'

scholarly journals Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

scholarly journals Is Grammar Still Important Learning the English Language on Tertiary Level? The Analysis of Students’ Attitude

2021 ◽  
Vol 4 (2) ◽  
pp. p1
Author(s):  
Ramunė Vitalija Ilgūnaitienė
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Foreign Languages ◽  
Grammar Teaching ◽  
English Grammar ◽  
Motivation For Learning ◽  
Teaching Learning ◽  
Interest And Motivation ◽  
Insight Into

Lecturers of Vytautas Magnus University Institute of Foreign Languages have noticed that students’ English grammar comprehension as well as their interest and motivation for learning it have dropped significantly. It was decided to carry out the research and find the answers to the topical questions. Do students thoroughly understand the importance of grammar in language acquisition context? What are the factors predisposing the diminishing value of grammar? What is the students’ insight into the grammar teaching/ learning process in level C1? The questionnaire was compiled and on the basis of a comparative – quantitative method the conclusions were drawn that students do not think that grammar plays an important role in learning the English language, they suppose that their grammar competence is sufficient to be fluent in English, thus, there is no need to continue learning grammar in level C1. If we do not make an attempt to solve this problem, it might lead to a dangerous outcome- the level of the English language proficiency may fall down drastically.

scholarly journals Pedagogical Approach for Effective Teaching of English Language in Nigerian Secondary Schools

2020 ◽  
Vol 1 (2) ◽  
pp. 12-17
Author(s):  
Yemi Oparinde ◽  
Ogechi Emmanuel ◽  
Ogundele Michael Olarewaju
Keyword(s):  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Pedagogical Approach ◽  
Factors Affecting ◽  
Teaching Learning ◽  
Effective Use ◽  
Effective Teaching And Learning ◽  
Pedagogical Approaches

This paper examined the pedagogical approaches to the teacher  learning of English language in Nigerian secondary  schools. However, the paper identified the concepts and types of pedagogical approaches. The factors affecting pedagogical approach for effective teaching and learning of English language. It was therefore concluded that the most effective pedagogical approach for the teaching-learning process of English language is the use of child centredness approach, activity oriented prorgamme it was therefore recommended that teachers should be curriculum. It was noted that  effective use of pedagogical approach enhances effective teaching learning of English language especially in Nigerian secondary schools.

scholarly journals The Influence of Social Media on Palestinian Secondary Schools English Writing Skills from English Teachers’ Perspectives in Jenin Region

2021 ◽  
Vol 3 (1) ◽  
pp. 19-34
Author(s):  
Tahani R. K. Bsharat ◽  
Fariza Behak
Keyword(s):  
Social Media ◽  
Secondary Schools ◽  
English Language ◽  
Writing Skills ◽  
Negative Influence ◽  
Modern World ◽  
English Writing ◽  
Academic Qualification ◽  
Teaching Learning ◽  
Teachers Perspectives

Writing skills play a crucial role in this modern world, and one must develop these skills to excel in teaching-learning processes. Therefore, writing becomes one of the most important abilities of all four language skills to communicate effectively in this global environment. Since English is commonly used throughout the world, learners need to acquire their writing skills to be effective in their respective fields. The teachers have to consider and seek to incorporate different teaching methods, especially social media, during these challenging times with the presence of COVID 19. This study aimed to find out the influence of social media on Palestinian secondary schools' English writing skills from teachers' perspectives in the Jenin region, and also the influence of (gender, academic qualification, and years of experience) variables in the influence of social media on Palestinian secondary school's English writing skills from teachers' perspectives in the Jenin region. The study sample consists of (30) Palestinian secondary schools English language teachers who will select randomly in the scholastic year (2019-2020). Thus, the researcher adopted the descriptive-analytic approach (quantitative method). The results show that a negative influence of social media on Palestinian secondary schools students' English writing skills

scholarly journals Teacher-Related Factors as Predictors of Students’ Achievement in English Grammar in Gambian Senior Secondary Schools

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Oladotun Opeoluwa Olagbaju
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Related Factors ◽  
English Grammar ◽  
English Language Teachers ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Descriptive Survey

Studies have shown that several factors predict students’ achievement in any second language classroom. These factors include learner, school, text, and teacher-related variables. The teacher is indispensable in the instructional procedure; therefore, the quality of a teacher in terms of teaching experience, subject mastery, and questioning behaviour can determine ESL students’ learning outcomes to a large extent. This study examined the relationship between teachers’ subject mastery and questioning behaviour and students’ achievement in English grammar in the Gambia. The research design is a descriptive survey that comprised 300 students and 10 English language teachers from four senior secondary schools in Kanifing Municipal Council. Two research instruments were used and the data were analysed using PPMC and MRA. The result showed that independent variables predicted students’ achievement in English grammar. Teachers’ subject mastery (β = 0.476; t = 12.132; p < 0.05 ) and questioning behaviour (β = 0.204; t = 5.195; p < 0.05 ) contributed significantly to students’ achievement in English grammar relatively and jointly. Recommendations were made to stakeholders to ensure regular training of in-service and preservice language teachers on the teacher and teaching-related variables in ESL classrooms.

Impact of Mass Media in Teaching and Learning English in Higher Secondary Schools in Bhutan

2021 ◽  
Vol 9 (9) ◽  
pp. 1584-1610
Author(s):  
Leki Dorji
Keyword(s):  
Mass Media ◽  
Secondary Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Descriptive Analysis ◽  
Simple Random Sampling ◽  
Teaching Learning ◽  
The Impact ◽  
Learning English

Abstract: The development of Mass Media in the first decade of twenty first century influenced the lives of Bhutanese in various fields such as mass communication, entertainment, and teaching-learning processes. The proficiency of English language is an indispensable tool for students in the academic journey, and thus, the creative teaching-learning process of English is necessary to adopt in the classroom. Hence, this study explored the Impact of Mass Media in Teaching and Learning English in Higher Secondary Schools in Bhutan. The researcher conducted a Mixed Method Survey comprising questionnaire and interview to collect data and information from one hundred thirty five, twelfth-grade students and six English teachers from three schools under Tashigang Dzongkhag. The study used Simple Random Sampling to select the target population, which involved individuals that represent unbiased population. The study used descriptive analysis to interpret and analyze the collected data with graphical representations. The study presented the implications of Mass Media in teaching and learning English to the young minds. Further, the study recommended the use of Mass Media with accessibility and awareness to enhance the teaching and learning process of English. Keywords: impact, quota-sampling, accessibility, learning strand, teaching aid,

scholarly journals An Evaluation of Mastering English Series within the CBA Classroom in Cameroonian Secondary Schools

2020 ◽  
Vol 3 (4) ◽  
pp. p79
Author(s):  
Amah Eyovi Ntongieh espe Njwe ◽  
Diangha Anthony Yuh
Keyword(s):  
Secondary Schools ◽  
Great Improvement ◽  
Dynamic Process ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning Context ◽  
Textbook Evaluation ◽  
Teachers And Students ◽  
Teaching Learning

Textbooks provide an indispensable framework on which teachers and students build upon. Evaluation on its part, is a dynamic process which investigates the suitability and appropriateness of an existing practice. It is a useful device for both teachers and material writers as an underlying element in the development of innovations and modifications within the teaching/learning context. Therefore, it is obvious that textbook evaluation constitutes a crucial factor in addressing cumulative deficiencies associated with our teaching/learning institution in general and in our English Language Teaching endeavours. It has been observed that Mastering English series pose several problems to both teachers and learners of English language in Cameroon. This article sets out to investigate the Mastering English series with a focus on the students’ book 5 to find out the extent to which the book aligns with the stipulations of the CBA in Cameroon. The analysis in this study was predicated on the hypothesis that Mastering English book 5 needs great improvement to really meet both the needs of learners and the requirement of the CBA. Both the theoretical and empirical findings reveal general misgivings about Mastering English book 5 and the implementation of the CBA in the context of Cameroon.

scholarly journals Cognitive Styles and Gender as Predictors of Students’ Achievement in Summary Writing in Selected Secondary Schools in Ibadan, Nigeria

2020 ◽  
Vol 2020 ◽  
pp. 1-9 ◽  
Author(s):  
Oladotun Opeoluwa Olagbaju
Keyword(s):  
Secondary Schools ◽  
Cognitive Style ◽  
English Language ◽  
English Studies ◽  
Writing Teachers ◽  
Summary Writing ◽  
And Gender ◽  
Senior Secondary Schools ◽  
Teaching Learning ◽  
Senior Secondary

Performance in the English language especially in public examinations in Nigeria has been very poor with summary writing identified as one of the dreaded aspects of the subject. Research efforts have shown that instructional practices in English studies are not tailored to learners’ personality traits such as cognitive style and gender. Cognitive style is an individual’s preferred means of receiving, processing, and making use of information. Gender also plays an important role in the teaching-learning process. This study considered the global and analytic dimensions of cognitive style. This study determines to what extent cognitive style and gender can predict students’ achievement in summary writing. The research design is descriptive with 350 participants drawn from four senior secondary schools in Ibadan. Data were analyzed using regression analysis, and the results show that cognitive style and gender are predictors of students’ achievement in summary writing. Teachers are encouraged to individualise instruction through the knowledge of learner-related variables.

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