scholarly journals Proposing Structured Input Activities for Communicative Grammar Teaching

2019 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Sulistyani Sulistyani ◽  
Khoiriyah Khoiriyah
Keyword(s):  
Teaching Practices ◽  
Language Teaching ◽  
Target Structure ◽  
Structured Input ◽  
Grammar Teaching ◽  
Input Processing ◽  
Processing Strategies ◽  
Efl Teachers ◽  
Communicative Activities ◽  
Teaching Grammar

<p>Current views of language teaching suggest that grammar is included in communicative activities. The reason is that discrete grammar teaching fails to produce fluent speakers while pure communicative classroom fails to produce accurate speakers. This article aims to share a way of teaching grammar in meaning-focused instruction namely structured input activities consisting of referential activities and affective activities. The activities not only affect learners’ input processing strategies but also affect their underlying system in such a way to be able to incorporate the target forms in their output. Besides containing input that facilitates form meaning connections they also force learners to focus on the target structure and to process it for meaning. This practice is expected to provide EFL teachers with useful practical insight to enhance their teaching practices.</p>

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 A Teacher’s Beliefs in Grammar and Her Teaching Practices: A Case Study of One Experienced EFL Teacher in A High School in Surakarta

2017 ◽  
Vol 5 (2) ◽  
pp. 8
Author(s):  
Dani Puspitasari ◽  
Gunarso Susilohadi ◽  
Dewi Sri Wahyuni
Keyword(s):  
Teaching Practices ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Grammar Teaching ◽  
Efl Teacher ◽  
Depth Interview ◽  
Teacher's Beliefs ◽  
Teaching Learning ◽  
Teaching Grammar

<p>Borg (2009) states that there is a relationship between people’s action and their belief and knowledge. It makes educational researchers take more concern with a similar phenomenon which occurs in teaching learning process. Borg claims that ‘teachers’ mental lives play a role in their instructional practices’. This qualitative research reports a case study of teacher’s beliefs in grammar and her grammar teaching practice in SMA Negeri 5 Surakarta. The data were collected by in-depth interview with the teacher, in-depth interview with students, and passive classroom observation. The data were analyzed by qualitative data analysis proposed by Miles and Huberman (1994). The result of the research indicates that the teacher’s beliefs of grammar and teaching grammar influence her grammar teaching practices.</p>

EFL Learners` Beliefs about Isolated and Integrated Grammar Teaching and Performance on a Grammar Recognition Test

2015 ◽  
Vol 7 (6) ◽  
pp. 108
Author(s):  
Sediqe Ebrahimi ◽  
Hossein Saadabadi Motlagh ◽  
Fatemeh Karampour
Keyword(s):  
Recognition Test ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Grammar Instruction ◽  
Focus On Form ◽  
Efl Learners ◽  
Grammar Teaching ◽  
And Performance ◽  
Grammar Tests ◽  
Teaching Grammar

<p>Approaches to teaching grammar have changed dramatically since the 1970s when communicative language teaching was proposed. An increasing number of studies have investigated the adequacy of this kind of grammar instruction. Yet, few studies have been done to look at the preferences that learners have for these methods of focus-on-form instruction and its relationship with their performance on grammar tests. The purpose of the present study is to explore Iranian EFL learners` attitudes and preferences for isolated and integrated focus-on-form and their performance on a grammar recognition test. Participants were learners studying English in a private language teaching institute. They were requested to complete the questionnaire of the isolated and integrated focus on form and answer a TOEFL grammar recognition test. The analysis of findings using descriptive statistics and T-test showed that learners did not have clear preferences for different types of focus on form and that learners` attitude towards isolated and integrated focus on form was not related to their performance. students' The findings can provide useful information for teachers and instructors learners` preferences for different approaches.</p>

scholarly journals TEACHING GRAMMAR THROUGH TASK-BASED LANGUAGE TEACHING

Diacrítica ◽  
2019 ◽  
Vol 32 (2) ◽  
pp. 18
Author(s):  
Catarina Castro
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Teaching ◽  
Current Evidence ◽  
Evidence Based ◽  
Focus On Form ◽  
Grammar Teaching ◽  
Explicit Teaching ◽  
Teaching Grammar

Although it is not a central aspect, grammar teaching - that is, the use of specific tasks and/or other types of strategies to draw students’ attention to certain linguistic aspects while maintaining a predominant focus on meaning – plays an important role in Task-Based Language Teaching (TBLT), so it is incorrect to claim otherwise. However, it is also true that TBLT avoids explicit teaching of predetermined linguistic items, as in more traditional methods, since it is not considered compatible with the process of second language acquisition, in light of current evidence. Based on the concept of focus on form, the present article aims to exemplify how TBLT can integrate grammar and promote the attention of students of Portuguese as a Foreign Language to structures and linguistic aspects, by using focused tasks and methodological strategies.

scholarly journals A Critical Review of Grammar Teaching Methodologies in the Saudi Context

2018 ◽  
Vol 11 (11) ◽  
pp. 65
Author(s):  
Abeer Sultan Althaqafi
Keyword(s):  
Second Language Acquisition ◽  
English Language ◽  
English Language Teaching ◽  
Educational Institutions ◽  
Grammar Teaching ◽  
Study And Teaching ◽  
Efl Teachers ◽  
Teaching Grammar ◽  
Changing Role

&lsquo;Grammar is the business of taking a language to pieces, to see how it works&rsquo; (Crystal, 1996, p. 6). The study of grammar has fascinated people for many years, especially in the field of second language acquisition (SLA). However, in recent years people became uncertain about its value. Consequently, some educational institutions ceased to teach it, others teach it very selectively (Crystal, 1996; Ellis, 2002). To know grammar means to know more about how to manipulate the parts of a sentence in order to provide a meaningful expression. Teaching grammar has been subjected to a tremendous change, particularly throughout the twentieth century. There has always been a development in thinking about the nature of language which has enabled people to see the point of the study and teaching of grammar. Also, there have been quite a number of adaptations of various methodologies of teaching grammar. This language component (grammar) has been always the centre of pedagogical attention. The aim of this project is to discuss the changing role of teaching grammar from a Saudi teacher&rsquo;s perspective, and to explore why some Saudi EFL teachers might wish to change their approach to teaching grammar and how they might do so. In addition, the following section will try to shed light on some of the salient grammar methods throughout the field of English language teaching (ELT) and provide some implications for EFL teachers and learners.

scholarly journals Effective Foreign Language Teaching: a Matter of Iranian Students’ and Teachers’ Beliefs

2011 ◽  
Vol 4 (2) ◽  
pp. 46 ◽  
Author(s):  
Mahyar Ganjabi
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Efl Students ◽  
Computer Based ◽  
Iranian Students

This paper reports on a study that investigated the beliefs about language learning of 120 Iranian EFL students and 16 EFL teachers. The primary aim of the study was to reveal whether there was any difference between the beliefs of Iranian students and teachers regarding different aspects of language learning such as grammar teaching, error correction, culture, target language use, computer-based technology, communicative language teaching strategies and assessment. Data were collected using a 24-item questionnaire. It was concluded that there were some differences between the Iranian students’ and teachers’ beliefs regarding what procedures were most effective in bringing about language learning. Discussion of the findings and implications for further research are also articulated.

scholarly journals EFL Teachers’ Perceptions of Grammar Instruction in Oman: Challenges and Recommendations

2019 ◽  
Vol 7 (12) ◽  
pp. 20
Author(s):  
Yaqoub Obaid Al-Qutaiti ◽  
Mohaida Mohin
Keyword(s):  
Grammar Instruction ◽  
Teachers Perceptions ◽  
Grammar Teaching ◽  
Efl Teachers ◽  
Teacher Trainers ◽  
Teaching Grammar ◽  
Practical Recommendations

Teachers of English and other concerned educators try hard to make their students be fluent and accurate users of English. In order to achieve that aim, they should ensure that they have students who rarely or never make language errors. During their studying period, students must see the difficulties, challenges, and rewards of using the language correctly and accurately. They have to obtain a better understanding of how language is structured and interconnected logically. More importantly, EFL teachers and other educators should enhance the idea of how students can use correct English in their lives inside and outside classrooms. The main purpose of this study is to investigate EFL teachers’ perceptions pertaining to grammar teaching, correction of students’ grammatical mistakes and the challenges that are prevalent when teaching grammar in the Omani context. In addition, the study advocates some practical recommendations to EFL teachers, supervisors, teacher trainers, curriculum developers and assessment officers ascribed to grammar teaching.

Investigating EFL Teachers’ Beliefs Concerning Teaching Grammar of “SUNRISE” Curriculum in Duhok High Schools

2020 ◽  
Vol 9 (2) ◽  
pp. 253
Author(s):  
Abbas Z. Malla ◽  
Nawzar M. Haji
Keyword(s):  
High School ◽  
High Schools ◽  
Data Collection ◽  
Foreign Language ◽  
English As Foreign Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Beliefs About Teaching ◽  
Teaching Grammar

This research studied English as Foreign Language (EFL) teachers’ beliefs towards grammar teaching of Sunrise curriculum in Duhok high schools. The study aimed to investigate teachers' beliefs about teaching grammar of Sunrise curriculum, identifying the practices that English teachers prefer to use in teaching grammar, and the difficulties that they face in grammar teaching classes. The participants were in-service EFL teachers of Duhok governorate high schools. Questionnaires and interview were the two instruments used for data collection. The results showed that high school EFL teachers in Duhok do indeed possess a set of excellent beliefs, but their practices are not compatible with their beliefs for various complicated reasons.

scholarly journals Teaching Grammar: Professional Needs of Saudi EFL Instructors

2020 ◽  
Vol 10 (3) ◽  
pp. 14
Author(s):  
Anas Almuhammadi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching Methods ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
English Grammar ◽  
Professional Needs ◽  
Efl Teachers ◽  
Teaching Grammar

Grammar teaching has been a long tradition in EFL instruction in various parts of the world and Saudi Arabia is no exception to this. However, various approaches to teaching grammar have emerged over a period of time. For this, professional development (PD) programs are designed to meet the EFL teachers&rsquo; needs by enabling them to use a range of approaches and techniques. To do this successfully, professional needs analysis of teachers is essential. The present study investigates the beliefs of teachers regarding the use of various teaching approaches for grammar teaching and their need for professional development (PD). Questionnaire survey was conducted among 50 randomly chosen EFL teachers at a public sector university. The results showed that EFL teachers deem grammar as a foundational framework for teaching English as a foreign language. Furthermore, grammar is thought to be a major factor in developing accuracy and correct use of EFL. Moreover, the teachers have the theoretical knowledge of various grammar teaching methods using TBL, PBL and CLT. However, they need to develop practical skills for grammar instruction. Thus, the study recommends that the universities in Saudi Arabia need to arrange regular PD programs so that the EFL teachers with modern methods to teach English grammar successfully.

scholarly journals Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Fariborz Nikdel ◽  
Akram Labbafi
Keyword(s):  
Job Satisfaction ◽  
Qualitative Research ◽  
Foreign Language ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Research Method ◽  
Structured Interviews ◽  
Qualitative Research Method ◽  
Burn Out ◽  
Efl Teachers

AbstractTeacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers’ self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers’ teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

Sign in / Sign up

Export Citation Format

Share Document