scholarly journals Types of Yes – No Questions Found in the Movie 500 Days of Summer

HUMANIS ◽  
2018 ◽  
pp. 1044
Author(s):  
Apri Dita Rusanti ◽  
Ketut Artawa ◽  
I Nyoman Udayana
Keyword(s):  
English Language ◽  
English Grammar ◽  
Modal Auxiliaries ◽  
Tag Questions ◽  
Interrogative Sentence

Abstract The paper entitled “Types of Yes-No Question Found in  the movie “500 Days of Summer” focuses on types of the English interrogative sentences especially yes-no question forms and their functions used in the movie 500 Days of Summer in 2009. The data were analyzed qualitatively in accordance with some relative theories. The theories used for this study are the theories of English yes-no questions taken from “Comprehensive Grammar of the English Language” by Quirk (1985) and “A Practical English Grammar” by Thomson A.J and A.V Martinet  (1986). Then the data were presented descriptively by explaning the process and the result of discussion.Based on the findings there are five forms of English yes-no questions found in the data belonging to the Major classes of questions. Those English yes-no questions found in the data were possitive yes-no questions, negative yes-no questions, declarative questions, tag questions, yes-no questions with modal auxiliaries. The data were analyzed and some functions of the interrogative sentence were found: (a) Asking for request;(b) Confirmation; (c) Offering; (d) Asking for information; (f) Asking for permission .Mostly yes-no questions found in the data are asking for information and confirmation. However, suggestion and greeting do not exist in the data.

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

scholarly journals Digital Transformation of English Language Teaching (ELT) at a Technical University: BMSTU Case Study

2020 ◽  
Vol 35 ◽  
pp. 01009
Author(s):  
Tatiana D. Margaryan ◽  
Liliya V. Kalugina
Keyword(s):  
Teaching And Learning ◽  
Best Practice ◽  
English Language ◽  
Essential Feature ◽  
Digital Transformation ◽  
English Language Teaching ◽  
Automatic Assessment ◽  
English Grammar ◽  
Digital Format ◽  
Technical University

In order to survive and evolve the humanity needs changes and transformation. Changes in education are of particular importance because education plays a crucial role in creating a sustainable future. Today, we are undergoing digital transformation in all areas of our life, but educational institutions are only taking the first steps to become digital. Digital transformation of education should involve not only using computers at classes but designing new methods of teaching and learning as well. Technologies should benefit education. The purpose of this work is to share the successful experience of educators of the English for engineering technologies department at Bauman University in designing a new multimedia two-year English course for undergraduates at technical universities. The course “English in the Digital Age” includes a Student’s Book in the digital format with integrated audio and video authentic materials, a Workbook with the key and mock tests, a Teacher’s Resource Book with detailed teaching notes and an online course for English grammar drilling with an answer reveal function and personalized testing with automatic assessment. The course essential feature is that an online self-study grammar course and face-to-face learning process are successfully combined and personalized. The benefit of the work is the best practice in creating a basis for digital transformation of learning and teaching English at a technical university.

scholarly journals Problems in Grammatical Structure: A Case Study of B.Ed. Student at the Education Department

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 420-425
Author(s):  
Dr. Gulzar Ahmed ◽  
Dr. Syed Shafqat Ali Shah ◽  
Dr. Muhammad Nisar
Keyword(s):  
Undergraduate Students ◽  
Quantitative Research ◽  
English Language ◽  
Text Structure ◽  
Grammatical Structure ◽  
Education Department ◽  
Undergraduate Level ◽  
English Grammar ◽  
Grammatical Structures

English grammar is how words in the English language are translated into text. This includes the structure of words, phrases, clauses, and phrases, up to and including full-text structure. The main objective of the authors is to discover the difficulties of grammatical structures for students at the Department of Teacher Education. Shikarpur Shaikh Ayaz University. The students of B.Ed. undergraduate level of education department was selected as a data population. The fifty students were randomly selected from the education department. There is quantitative research underway. The researchers used a testing tool for a questionnaire. The student's collected data were analyzed by SPSS-Descriptive statistics.  Some of the challenges and problems are facing during the English Grammar lesson of B.Ed. students. The students have used the conditional verb and also the proper use of a phrasal verb that is one of the problems with students. The use of an article is also one of the fundamental problems for undergraduate students. Teachers should make it possible for students to practice these materials either through activity-based teaching or through the CLT method so that they can be more attentive to EFL learning and not focus on translation alone.

scholarly journals The question of questions in Malaysian English

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Radina Mohamad Deli
Keyword(s):  
Ethnic Groups ◽  
English Language ◽  
Mother Tongue ◽  
Oral Communication ◽  
Peninsular Malaysia ◽  
British English ◽  
Tag Questions

This paper examined the forms that interrogatives and tag questions can take when used by young Malaysian speakers of English language in oral communication. It offers a description of the features for both question forms as produced by the respondents compared to those of Singapore English (SE) and Standard British English (SBE). The influence of domains and the issue of mother tongue interference in relation to the subjects’ usage of such features will also be investigated. Data were obtained through interviews with 19 Malaysian English (ME) speakers from three major ethnic groups in Peninsular Malaysia and via the recording of six conversations. The results showed various distinctive forms and features of questions in ME used by the speakers. Their usage is found to have a certain link to the domains of conversation. Further analysis revealed that mother tongue interference at the grammatical level, particularly in the case of Malay and Cantonese, plays a major role in determining the structure of ME interrogatives and tag questions as well as the subjects’ unvarying use of the rising intonation as regards the latter. As a result of this interference, ME tag questions used are found to be confined to four forms whilst both the structure of wh- and polar interrogatives experience reduction in the system of tense, auxiliary and operator when used by the subjects.

scholarly journals THE AFFORDANCES OF THE FLIPPED CLASSROOM APPROACH IN ENGLISH GRAMMAR INSTRUCTION

2019 ◽  
Vol 4 (33) ◽  
pp. 95-106
Author(s):  
Huu Anh Vuong Nguyen ◽  
Choon Keong Tan ◽  
Kean Wah Lee
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Potential Method ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Teaching English ◽  
Structured Interviews ◽  
English Grammar ◽  
Qualitative Research Design ◽  
Grammar Rules

Recently, the flipped classroom instructional approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Vietnam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances perceived by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. The qualitative research design was adopted in the study. Thirty-four students majoring in the English language at a university in Vietnam attended a 10-week flipped grammar class. The instruments include semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Vietnam.

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.

Linguistics and the Teaching of English in Schools

1960 ◽  
Vol 6 (2) ◽  
pp. 136-138
Author(s):  
M. H. Scargill
Keyword(s):  
Old English ◽  
English Language ◽  
English Studies ◽  
Canadian Universities ◽  
English Grammar

It is unfortunate that in the field of English studies the science of linguistics has been largely neglected in many Canadian universities. The reasons for this neglect are varied. But the results are always the same: students lamentably ignorant of the most elementary facts about the English language. I have heard an English honors graduate from one of our universities describe Chaucer as “the best of Old English authors.” I have met teachers of English in our schools who complained that, in spite of all their courses, they did not feel equipped to teach English grammar and composition and “hated’ the school “language periods.”

There's no tense like the present: Verbal -s inflection in early Black English

1989 ◽  
Vol 1 (1) ◽  
pp. 47-84 ◽  
Author(s):  
Shana Poplack ◽  
Sali Tagliamonte
Keyword(s):  
English Language ◽  
Social Contexts ◽  
Black English ◽  
Environmental Conditioning ◽  
English Grammar ◽  
Linguistic Model ◽  
Third Person ◽  
History Of ◽  
And Function ◽  
Time Lead

ABSTRACTThis article contributes to the understanding of the origin and function of verbal -s marking in the Black English grammar by systematically examining the behaviour of this affix in two corpora on early Black English. To ascertain whether the variation observed in (early and modern Black English) -s usage has a precedent in the history of the language, or is rather an intrusion from another system, we focus particularly on the linguistic and social contexts of its occurrence, within a historical and comparative perspective. Our results show that both third person singular and nonconcord -s are subject to regular, parallel environmental conditioning. The finding that both insertion and deletion are conditioned by the same factors suggests that verbal -s marking is a unitary process, involving both concord and nonconcord contexts. Moreover, the (few) variable constraints on verbal -s usage reported throughout the history of the English language remain operative in early Black English. These results, taken in conjunction with indications that -s marking across the verbal paradigm was a prestige marker in the dialect at some earlier point in time, lead us to hypothesize that the contemporary pattern might be a synchronic reflex of the constraint ranking on -s usage in the varieties of English that provided the linguistic model for the slaves. Many of the conditioning effects we report would have been subsequently overridden by the grammaticalization of -s as the Standard English agreement marker. We conclude that present-tense marking via verbal -s formed an integral part of the early Black English grammar.

scholarly journals Errors in the Use of English Grammar

1970 ◽  
Vol 15 (1-2) ◽  
pp. 54-63
Author(s):  
Anju Giri
Keyword(s):  
Learning Strategies ◽  
Word Order ◽  
English Language ◽  
English Grammar ◽  
Verb Agreement ◽  
Grammatical Errors ◽  
Main Verb ◽  
Question Formation ◽  
Target Languages ◽  
Comprehensive Study

By systematically studying the errors committed by learners one can get a lot of hints about the learning strategies and mechanisms which they are employing in learning their target languages. Such hints have provided insights to the teachers, textbook writers, curriculum designers and many applied linguists and enable them to contribute to their fields. This article seeks to present a comprehensive study of grammatical errors committed by the bachelor level university students of Nepal learning English which followed the established stages of error analysis. It was found that the bachelor level students in Nepal did commit all sorts of grammatical errors in the use of the English language. For them, the error prone grammatical units were Sentence and Clause and the error prone grammatical categories were Conditionals, Mood, V-Form, Tense/Aspect, Main Verb, Subject-Verb Agreement, Question Formation, Auxiliary/Modal,Miscellaneous forms, 'So' Form, Determiner, Verb+Participle, Word Order, and Noun.Key words: Correct forms; Incorrect forms/mistakes; ErrorsJournal of NELTAVol. 15 No. 1-2 December 2010Page: 54-63Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4610

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