scholarly journals English Pedagogical Grammar: Teaching Present Perfect and Present Perfect Continuous by Deductive and Inductive Approaches

2020 ◽  
Vol 8 (3) ◽  
pp. p138
Author(s):  
Linlin Liu
Keyword(s):  
Teaching And Learning ◽  
English Learning ◽  
Past Participle ◽  
Present Perfect ◽  
Grammar Teaching ◽  
English Grammar ◽  
The Past ◽  
Irregular Verbs ◽  
Pedagogical Grammar ◽  
Research Endeavor

This research endeavor aims to present the English Pedagogical Grammar Teaching, discussing the use and form of the present perfect and present perfect continuous tenses, and the regular verbs’ past participle and irregular verbs’ past participle. The study is based on two main assumptions that cause difficulties for learners of English, namely, the forms of verbs and the difficulty of distinguishing between the present from the past simple tenses. The study discusses the use of deductive and inductive approaches in English pedagogical grammar teaching, and evaluates these approaches from A-factor and E-factor description. Overall results of the analysis show that the deductive and inductive approaches are helpful in language teaching and learning. And the forms of verbs and differences between the present and past simple tense made English learning difficult. By using appropriate teaching methods, English grammar can be taught and learned in an efficient way.

scholarly journals English Learning System Design for College Students Personalized English Grammar Check and Diagnosis

2018 ◽  
Vol 13 (04) ◽  
pp. 21 ◽  
Author(s):  
Dandan Pan ◽  
Hongzhi Zhou
Keyword(s):  
College Students ◽  
Computer Technology ◽  
Teaching And Learning ◽  
Learning System ◽  
Learning Theories ◽  
English Learning ◽  
College English ◽  
Grammar Teaching ◽  
English Grammar ◽  
Feature Database

The development of computer technologies help enrich the content of Eng-lish education and provide more convenience for English learning. English grammar is one of the basic elements and affects the expression and recep-tion in English listening, speaking, reading and writing directly. How a stu-dent masters English grammar has a critical impact on his or her overall English level. This paper attempts to achieve personalized check and diagno-sis of college students’ English grammar. by integrating relevant computer theories and learning theories. With the help of Visual Studio and SQL computer technology, we can achieve functional design and database design for personalized grammar check and diagnosis for both learning and teach-ing. The paper also completes the design of the question bank, learning fea-ture database and user feature database Computer-technology-based person-alized English grammar check and diagnosis system for college students de-signed and implemented in this paper can help students grasp English grammatical rules better, improve their grammar test and application abili-ties and increase their interest in English learning, thus, it has a certain prac-tical value in the college 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.

MOTIVATING ENGLISH LEARNING THROUGH CTL METHOD IN MAS AND MTsS HIFZHIL QUR'AN MEDAN-NORTH SUMATERA

2019 ◽  
Vol 10 (1) ◽  
pp. 1-11
Author(s):  
Zainuddin Hasibuan ◽  
Syahron Lubis ◽  
Muhizar Muchtar
Keyword(s):  
Community Service ◽  
Teaching And Learning ◽  
English Language ◽  
Field Research ◽  
English Learning ◽  
Learning Methods ◽  
English Grammar ◽  
Training Activities ◽  
Short Time ◽  
North Sumatra

In a learning course requires an appropriate method to get maximum results. Achieving goals in community service in the form of organizing English language training activities is to increase motivation or self-will, understanding and ability of students in learning a language. The purpose of this study was to find out how students' ability to learn English grammar by using the CTL method and to find out how the influence of the method on the spirit of student learning process. The type of research used to determine the results of the purpose of this study researchers used a qualitative approach in the form of field research. The conclusions obtained after the study were that: 1) Training Motivating Learning English Through Learning Methods CTL in MAS Tahfizil Qur'an and MTs Hifzhil Qur'an North Sumatra were conducted and the results were very satisfying. 2) Learning methods Contextual Teaching and Learning (CTL) that have been applied to students MAS Tahfizil Qur'an and MTs Hifzhil Qur'an of North Sumatra provide significant results where students are motivated and can follow the method so that understanding the grammar structure of sentences directly and the sentence is not immediately understood thoroughly in a relatively short time. 3) Students' ability to understand grammar after being taught using the CTL learning method increased in the percentage of 75% satisfying results in the MAS Tahfizil Qur'an and 70% satisfactory results at MTs Hifzhil Qur'an North Sumatra. 4) The enthusiasm of the students for the method they consider new is relatively new.

Inflection and Derivation

2019 ◽  
pp. 241-261
Author(s):  
Andrew Spencer
Keyword(s):  
The Other ◽  
Past Tense ◽  
Personal Pronoun ◽  
Past Participle ◽  
Double Object ◽  
Completely Regular ◽  
Auxiliary Verbs ◽  
The Past ◽  
Irregular Verbs ◽  
Categorial Status

The chapter presents an overview of phenomena which pose important problems of description and analysis. I focus on the inflectional system, which has undergone severe attrition and shows idiosyncrasies typical of such systems. For nominals I describe the personal pronoun paradigm and the ‘possessive -s’ clitic/phrasal affix. The controversial categorial status of adverbs in -ly is discussed, while for verbs, all the subcategories prove to be highly problematical. For instance, only 50 irregular verbs distinguish past tense from past participle (e.g. wrote/written), so it is not even clear whether the past participle category is a highly restricted subcategory, with the vast majority of verbs showing past tense/past participle syncretism, or whether this is a case of ‘overdifferentiation’, like the forms am, are, were of the verb BE. On the other hand, the polyfunctionality of the completely regular -ing suffix, which derives verb, noun, and adjective forms, also poses serious unresolved problems. Auxiliary verbs and related phenomena alternate between periphrastic, clitic, and genuinely morphological (affixal) constructions. The chapter concludes with consideration of those aspects of derivational morphology which seem to be indisputably productive, hence part of the grammar, including (certain types of) event nominalization, some cases of double object alternation, and morphosemantic mismatches of the kind electrical engineering ⇒ electrical engineer.

Regional variation in the English verb qualifier system

2002 ◽  
Vol 6 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Geoffrey Sampson
Keyword(s):  
Regional Variation ◽  
Spontaneous Speech ◽  
Past Tense ◽  
Past Participle ◽  
Standard Language ◽  
The Past ◽  
Redundant Data ◽  
Irregular Verbs ◽  
Past Tenses ◽  
English Verb

Nonstandard dialects often use the same form for the past tense and past participle of irregular verbs for which the standard language has distinct forms. One possible reason would be that some speakers have a nonstandard system of verb qualifiers (tense, mood, and aspect markers) in which the past tense/past participle distinction is functionally redundant. Data on spontaneous speech in Britain in the 1990s partly supports this by showing marked regional variation in the use of the Perfect construction. However, some nonstandard past tenses cannot be explained in terms of a nonstandard qualifier system.

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 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 Aspects Marking in English and Thali: A Contrastive Study

2019 ◽  
Vol 9 (5) ◽  
pp. 170
Author(s):  
Zafar Iqbal Bhatti ◽  
Arshad Ali Khan
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Past Participle ◽  
Present Perfect ◽  
Pedagogical Strategies ◽  
Efl Learners ◽  
Contrastive Study ◽  
Different Types ◽  
Present Participle

The purpose of the paper is to explore the aspect system in Thali, a language spoken in Thal region, including district Layya, Bhakar and neighboring areas of Jhang, in Punjab province by a large number of people. This research paper presents comparisons and contrasts between Thali aspect system and English aspect system. There are only two aspects in Thali, namely, perfect and progressive. Perfect aspect can be categorized into past perfect and present perfect in terms of time dimensions. Similarly, progressive aspect is also categorized into past progressive and present progressive from time dimensions. All types of aspects in Thali are morphologically marked but aspect system in English is different by using morphological marking as well as several complex constructions like have + past participle, be + present participle, and have + been + present participle for perfect, progressive and perfect progressive, respectively. Thali has only four structures for aspect whereas English has 17 different types of aspectual structures described in examples (24–40). The analyses and data examined in the paper are basically drawn from the native speaker intuitions and grammar (Beames, 1872–79). It is really a challenging job for Thali learners to conceptualise these different structures. As a final point, this paper finds out EFL issues and proposes some pedagogical strategies for teaching and learning English aspect system as a foreign language to Thali EFL learners.

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