scholarly journals EASY ENGLISH GRAMMAR

2022 ◽  
Author(s):  
Dr AnandaKumar V
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Assistant Professor ◽  
Practical Experience ◽  
English Language Teaching ◽  
The Real ◽  
English Grammar ◽  
Simple Sentences ◽  
Satisfactory Manner ◽  
Simple Life

A tremendous effort has been made to bring out the grammar book, a simple one in the real sense of the title “Easy English Grammar” not only by giving simple definitions in simple sentences but also by quoting examples relevant to simple life situations with lofty thoughts.Being author of this book, I have tried my best level to bring out this book in a satisfactory manner out of my rich practical experience as a teacher of the college more than one decade in the field of English Language teaching working as an Assistant Professor of English. Thirty-seven exercises have been given in the book. Students do them sincerely.

Falls and rises: meanings and universals

1981 ◽  
Vol 17 (1) ◽  
pp. 77-91 ◽  
Author(s):  
Alan Cruttenden
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Second World War ◽  
English Language Teaching ◽  
Real Problem ◽  
World War ◽  
Discourse Function ◽  
The Real ◽  
Second World

The study of intonation has gone through phases in which it has been fashionable to ascribe the meaning of intonation to one particular sort of function.1 Most traditionally that function has been grammatical (see, e.g., the earliest British attempts at intonation analysis (e.g. Butler, 1634) and many recent textbooks on English language teaching). More recently (i.e. since the second world war), speakers' attitude has often been taken as most important (e.g. Pike, 1945; Kingdon, 1958). In the light of current fashion, the discourse function is often seen as most important (e.g. Brazil,, 1975, 1978; Pilch, 1977).I argue in this article that intonation operates with its own set of meanings which are of higher abstraction than those of grammar, attitude or discourse; and that it is only at a lower level that these meanings of higher abstraction become relevant to one or more of these functions (in so far as the functions can in any case be clearly separated). Such a hypothesis is relevant to the question of how intonation is acquired by children (where the real problem for investigators has always been WHAT exactly is being acquired). It is also important to questions of cross-dialectal intonational translation (whether across social or regional boundaries) and also to possible intonation universals.

scholarly journals Mind Map Construction for English Grammar Teaching Based on Knowledge Map

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Qijun Fu ◽  
Shouzhong Kuang
Keyword(s):  
Curriculum Reform ◽  
Domain Knowledge ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Language Teaching ◽  
Knowledge Map ◽  
Multiple Sources ◽  
English Teaching ◽  
English Grammar

The analysis of the frontier issues of the English language teaching method in China is of great guidance for English language teaching. Based on the ontology model of English teaching domain, the knowledge map of English teaching in colleges and universities is constructed by fusing heterogeneous English subject data from multiple sources. Firstly, we obtain domain knowledge from relevant websites and existing documents through web crawlers and other techniques and clean the data based on BERT model; then, we use Word2Vec to judge the similarity between the research directions of characters and solve the entity alignment problem; based on the scientific knowledge map theory, we count the frequency of keywords in each year and analyze them to describe the association and union between keywords. It can explain the current situation and trend, rise and fall, disciplinary growth points, and breakthroughs of ELT. Through keyword analysis, the hot issues mainly revolve around ELT, English teaching, college English, grammar-translation method, curriculum reform, and so forth, to realize the quick query and resource statistics of ELT basic data, in order to promote the subsequent English discipline assessment work to be completed more efficiently.

scholarly journals A Survey of Grammar Instruction from Scholastic Perspective

2017 ◽  
Vol 10 (5) ◽  
pp. 76 ◽  
Author(s):  
Yanghua Peng
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Religious Practice ◽  
Colleges And Universities ◽  
English Language Teaching ◽  
Grammar Instruction ◽  
The Real ◽  
Language Teaching And Learning

The study of grammar has been paid much attention and the grammar instruction becomes an emphasis and key problem in English language teaching and learning. How to instruct students grammar appropriately becomes controversial for some English teachers increasingly. Some linguistics, theorist and teachers hold that the grammar instruction should be taught traditionally and normally. There should be a standard in classroom instruction. However, others argue that grammar instruction should be approached scholastically, especially in cultural or religious practice since scholastic grammar is of great essence in language itself. On the basis of the theories of second language teaching and learning and acquisition and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this paper conducts a survey of grammar instruction at colleges and universities and analyzes the real conditions of grammar instruction from scholastic perspective and finds that it is necessary to reconsider the role of grammar instruction and enhance its importance in English teaching and learning. Finally, the paper ends with a conclusion about the deficit of scholastic grammar at colleges and universities and some implications of grammar instruction in the real English language teaching and learning. The survey put forward a basis and reference for Chinese education system especially for liberal education and humanistic quality.

scholarly journals A systematic analysis of a two-word concgram in Nepalese policy documents: A corpus-driven approach

2019 ◽  
Vol 24 (1-2) ◽  
pp. 33-51
Author(s):  
Madhu Neupane Bastola
Keyword(s):  
Corpus Linguistics ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
Practical Experience ◽  
Corpus Analysis ◽  
English Language Teaching ◽  
Systematic Analysis ◽  
Training Courses ◽  
The University

Corpus linguistics can inform language teaching in various aspects from syllabus designing to creating exercises based on the real use of language. However, its use in language teaching is still rare. In the context of Nepal, though corpus linguistics forms a part of the University Curriculum in English Education, the students are rarely offered a practical experience of corpus analysis. The same is the case with teacher training courses. This paper followed an analytical procedure for identifying phraseological variation within a two-word ‘concgram’ that is a set of co-occurring words. In this paper, a two-word concgram, make/effort, is analyzed to identify concgram configurations, the most frequently used form, and its meaning by using concordance lines. Lastly, the paper presents the implications of corpus analysis in English language teaching.

scholarly journals Grammatical Mistakes in Relation to English Competency Test

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
I Gusti Ayu Gde Sosiowati ◽  
Ni Luh Ketut Mas Indrawati ◽  
Ni Wayan Sukarini ◽  
Ida Ayu Made Puspani
Keyword(s):  
Diagnostic Test ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Department ◽  
Student Life ◽  
Teaching Materials ◽  
English Grammar ◽  
Important Activity

The research aims at finding out the freshmen’s ability on English grammar. This is very important activity so that the English department knows their level of ability so that the teaching materials can be determined. The test is about structure, taken from TOEFL. The theory used is the theory English Language Teaching, especially Testing by Harmer (2001), in which the test is used as diagnostic test. The result of the test will provide the information about three crucial points on grammar that must be developed. This will help the related teacher to decide what items should be taught so that by the end of the semester, at least most of the students can reach the level of Intermediate, that is the level in which the students are capable of doing conversations on routines, understanding lectures, understanding English TV programs (http://www.embassyenglish.com/student-life/your-level-of-english cited on 19 January 2015).

scholarly journals Teachers’ informed decision-making in evaluation: Corollary of ELT curriculum as a human lived experience

2011 ◽  
pp. 122
Author(s):  
Álvaro Hernán Quintero Polo
Keyword(s):  
Decision Making ◽  
Lived Experience ◽  
English Language ◽  
Language Teaching ◽  
Practical Experience ◽  
Informed Decision ◽  
English Language Teaching ◽  
Small Scale ◽  
Informed Decision Making ◽  
Teachers Perceptions

This article characterizes informed decision-making as one important activity of evaluation in the English Language Teaching (ELT) curriculum. I emphasize on a distinction between human and technical approaches to evaluation. This emphasis is consequence of my reflection upon my and some in-service teachers’ perceptions about literature and small-scale research projects related to the area of evaluation. In this article, I also intend to contribute to an understanding of why educational processes need to be seen as a lived experience for which informed decision-making can be used as a sound practice in a process of evaluation. A practical academic experience illustrates the discussions in this article. I led the practical experience as a professor of a seminar on testing and evaluation in English language teaching (ELT), in the Master’s Program in Applied Linguistics to the Teaching of English as a Foreign Language at the Distrital University in Bogotá, Colombia.

scholarly journals PREPARATION PROGRAM FOR ENHANCING COMMUNICATIVE LANGUAGE TEACHING ABILITY

2019 ◽  
pp. 318-332
Author(s):  
Saifon Songsiengchai ◽  
Punwalai Kewara ◽  
Denchai Prabjandee
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Training Session ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Preparation Program ◽  
Knowledge And Skills ◽  
Teaching Practicum ◽  
The Real ◽  
Teaching Ability

English language teaching in Thailand has shifted the paradigm to implement the Communicative Language Teaching approach and focus on who is expected to understand and be able to create activities for them. Although the English teaching practicum provides an internship for all pre-service teachers, it is found that they lack sophisticated professional knowledge and skills. Pre-service teachers have anxiety about “how” and “what” to teach, the communicative language teaching activity for supporting students' communication. The Faculty of Education is aimed to train pre-service teachers before teaching in the real context. Preparation programs can prepare pre-service teachers to develop their knowledge and skills of teaching and learn how to competently apply these in the teaching practicum by teacher training. The purpose of this study is to investigate how to enhance pre-service teachers’ communicative language teaching ability through a designed three-day preparation program for teaching practicum. This qualitative research employed self-reflection to collect the data. Twelve pre-service teachers were selected to participate through purposive sampling. The data were analyzed by using content analysis as the coding technique for grounded theory. The results from the training session phases showed seven topics: confidence, speaking ability awareness, CLT classroom activities, awareness on learners’ language abilities, error tolerance, accuracy and fluency, and grammar discovery. In conclusion, the designated three-day program enhanced pre-service teachers' CLT regarding their knowledge and awareness of how to apply CLT to their future teaching practicum rather than gaining tangibly improved CLT performance. However, future study, such as on monitoring the pre-service teachers' teaching at the real professional context, i.e., during teaching practicum, is highly suggested to seek empirical evidence of their CLT ability.

scholarly journals Language teaching and testing - a research of using literature forms in the English Language Schoolbooks

2019 ◽  
Vol 8 ◽  
Author(s):  
Sashka Jovanovska
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Literary Texts ◽  
Learner Motivation ◽  
English Grammar ◽  
Traditional Language ◽  
Formed Part

The use of literature forms in the English language teaching schoolbooks is enjoying a revival for a number of reasons. Having formed part of traditional language teaching approaches, literature became less popular when language teaching and learning started to focus on the functional use of language. However, the role of literature forms in the English language teaching schoolbooks has been re-assessed and many now view literary texts as providing rich linguistic input, effective stimuli for students to express themselves in other languages and a potential source of learner motivation. The aim of my thesis is to find out if in the English schoolbooks used in some schools set by experts. Although the studies on the use of literature forms in teaching English have been increasing abroad, in our country, particularly in public schools, only English grammar is being taught. The students who are expected to memorize these rules cannot use English. The aim of this seminar paper is to exhibit why and how literature forms can be used in order to teach English effectively and efficiently. I have also compared two schoolbooks (Project 2 and Dream team 3) to see the differences between the literary content.

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