scholarly journals DEDUCTIVE AND INDUCTIVE INSTRUCTIONS FOR TEACHING ENGLISH GRAMMAR IN ONLINE CLASSROOM

Lire Journal ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 168-183
Author(s):  
Christina Eli Indriyani
Keyword(s):  
Prospective Teachers ◽  
Online Teaching ◽  
English Education ◽  
Teaching Strategy ◽  
Private University ◽  
Online Classroom ◽  
Grammar Teaching ◽  
English Grammar ◽  
Young Learners ◽  
Teaching Grammar

Realizing the importance of teaching grammar to young learners, pre service teachers, as prospective teachers, need to reflect their own grammar teaching performance. Moreover, during the covid-19 pandemic outbreak where all learning processes are conducted online, teaching strategy needs to be considered. Therefore, this study aimed to find out whether the pre-service teachers apply the deductive or inductive teaching instructions in teaching grammar to young learners during the online class and to investigate how pre-service teachers develop the instructions. To reach the objectives, qualitative research was employed by observing and analysing the teaching videos of thirteen pre service teachers. The pre service teachers were the students of English Education Department in a private university in Jakarta who enrolled the Teaching Internship program. All videos were transcribed and then the analysed data were put in a table and coded to ease the identification of deductive and inductive instructions. The results revealed that more students adopted deductive grammar instructions in teaching grammar for young learners rather than inductive instruction. Furthermore, the way the pre service teachers developed both instructions followed the PPP and TTT models with different emphasis on the Presentation and Teach parts. The tendency done in the Presentation part for inductive teaching was the pre service teacher acted as instructor whereas the Teach part in inductive teaching was as facilitator. Eventually, from this study it can be concluded that pre service teachers adopted deductive and inductive grammar instructions because both are suitable for teaching grammar to young learners in online classroom setting within consideration of meaningful learning activities.

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 Construction of Online English Offline Teaching Mode in the Era of Internet Plus

2021 ◽  
pp. 25-36
Author(s):  
Zhang Mei
Keyword(s):  
Online Teaching ◽  
Rapid Development ◽  
Internet Technology ◽  
Teaching Resources ◽  
English Teaching ◽  
Grammar Teaching ◽  
English Grammar ◽  
Learning Interest ◽  
Teaching Grammar

With the rapid development of Internet technology, its application in the field of education is more extensive and diversified, and plays a greater role in teaching. Grammar teaching is an important part of English teaching. The complexity of grammar in forestry English leads to the common problems of English grammar among students. Relying on the Internet technology to establish the cloud classroom intelligent platform, online and offline interactive English teaching can fully play the role of online teaching resources and information technology by combining online and offline. This method can activate the classroom and improve students' language application ability and learning interest. Based on this, this paper analyzes the application of cloud classroom intelligent platform in English teaching. Then this paper discusses its construction method and application strategy, aiming to provide reference for relevant researchers.

scholarly journals A Mind Mapping : A Strategy to Enhance Students’ English Grammatical Structure

Al-Lisan ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 213-229
Author(s):  
Furqon Edi Wibowo
Keyword(s):  
Learning Process ◽  
English Education ◽  
Grammatical Structure ◽  
Mind Mapping ◽  
Grammar Teaching ◽  
Problems And Solutions ◽  
Mapping Process ◽  
Direct Reactions ◽  
Teaching Learning ◽  
Teaching Grammar

The goal of this review was to study about the implementation of Mind Mapping in teaching grammar in the second semester of students of the Department of English Education at IAIN Surakarta. Observation and documentation were the instruments for collecting the data. These instruments were used to collect data on the Mind Mapping process in grammar teaching, problems and solutions. The data analysis technique started with data reduction, data display and verification. First, the findings revealed that the implementation of Mind Mapping in teaching grammar was only used to provide an overview of the material. It was developed by elaborating, questioning, and responding techniques or methods for transferring the material. Mind Mapping made the students active in giving feedback and become a measure in assessing  how far the students understood the material during the teaching-learning process, the students were very eager to analyze the material using Mind Mapping. It could be seen from their direct reactions during the teaching-learning process and observed the work of the student in the classroom. Second, there are some advantages to using mind mapping in grammar teaching. They were; (1) giving students an overview of the concept of grammar material; (2) making grammar easier to understand; and (3) helping students to easily memorize the concept of English grammatical structure.

scholarly journals Image Schema-Based Instruction in English Grammar

2016 ◽  
Vol 2015 (1) ◽  
pp. 285
Author(s):  
Mayu Shintani
Keyword(s):  
Teaching Methods ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Private University ◽  
Schema Theory ◽  
Grammar Teaching ◽  
English Grammar ◽  
Image Schemas ◽  
Image Schema ◽  
Based Instruction

Cognitive linguistics has been aimed at revealing the very nature of language for the last several decades. One of the field’s most significant contributions has been the abstraction of the general patterns, or image schemas, underlying grammatical concepts. In this paper, we propose that English grammar-teaching methods adopting image schema theory offer strong benefits for language teaching. As schematic explanations given to learners are more visible and comprehensible than ordinary verbal-based ones, this method offers a clearer and more engaging way to understand the target grammar. We also present data collected from experiments conducted with more than 400 native Japanese-speaking students at one national and one private university that support the effectiveness of this method. 認知言語学は産声をあげてここ数十年の間，人間の言語の真の姿を明らかにすることに専心してきた。この学問分野がつまびらかにしてきた数々の言語現象のうち，最も有益な成果のひとつにイメージ図式理論の構築があげられる。イメージ図式とは文法および語彙構造のひな形となるものである。本論文は認知言語学のイメージ図式理論を応用した英文法教材の学習効果を一国立大学と一私立大学に学ぶ400人以上の日本人学部生を対象に行った実験結果をもとに実証的な知見から論じている。

scholarly journals Dynamic Modeling and Analysis of Micro-Video Teaching System Based on Cloud Computing in College English Teaching

2022 ◽  
Vol 2022 ◽  
pp. 1-10
Author(s):  
Ying Chen
Keyword(s):  
Language Processing ◽  
English Education ◽  
Dynamic Programming Algorithm ◽  
Colleges And Universities ◽  
Programming Algorithm ◽  
Modeling And Analysis ◽  
College English ◽  
Grammar Teaching ◽  
English Grammar ◽  
Actual Application

The era is developing and the society is improving. The application research of computer technology in the field of education is a hot topic at present. The cultivation of talents required the training of schools and teachers. How to cultivate talented person who meets the needs of society lied in the comprehensive ability of teaching in colleges and universities, so the college English education professional grammar teaching model is studied based on dynamic programming algorithm. After a brief overview of the dynamic rule algorithm, an algorithm for evaluating English grammar learning in colleges and universities is designed by using dynamic algorithm. The algorithm is composed of dynamic rule algorithm, language processing technology, and regular expression. In the subsequent experiments, it is proved that the algorithm has a good evaluation effect and can meet the actual application requirements.

scholarly journals INPUT- AND OUTPUT-BASED GRAMMAR INSTRUCTION IN TEACHING ENGLISH AFTER GERMAN

World Science ◽  
2020 ◽  
Vol 3 (6(58)) ◽  
pp. 11-17
Author(s):  
Oksana Danylenko
Keyword(s):  
Foreign Language ◽  
Prospective Teachers ◽  
Teaching English ◽  
Grammatical Form ◽  
Grammar Teaching ◽  
English Grammar ◽  
Input And Output ◽  
Grammatical Skills ◽  
Based Instruction

The article dwells on the peculiarities of instruction and the role of input and output for teaching English grammar to prospective teachers of foreign languages whose major and first foreign language is German. The aim of the survey is to analyze approaches to designing instruction for the second language grammar teaching and develop activities providing effective teaching of the grammar of English for the students with previous experience in learning German as their first foreign language. The emphasis is made on the usage of processing instruction for presenting target forms that entails input-based instruction as a means for transfer enhancement during grammar teaching and a model raising students’ grammar comprehension. As far as production skills constitute one of the aspects of our investigation, we investigated the role of output-based instruction. Grammar teaching deals with grammatical forms and their usage in a particular context. Thus, developing input-based and output-based grammatical activities, we suggested activities that demonstrate the grammatical form and clarify its structure, provide possibilities for comparison of grammatical structures in English and German. The proposed output-based task provides productive grammatical skills development. The focus on form is supported with tasks explicating meaning. Consequently, the connection between grammatical form and its meaning in a certain context is provided. Tasks are communicatively oriented.

scholarly journals THE EFFECTIVENESS OF VOCABULARY GAMES IN ENGLISH GRAMMAR CLASS

2019 ◽  
Vol 3 (2) ◽  
pp. 43-55
Author(s):  
Lungguh Halira Vonti ◽  
Abdul Rosyid
Keyword(s):  
English Education ◽  
Study Program ◽  
First Semester ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
Educational Sciences ◽  
Teachers Training ◽  
Department Faculty ◽  
Teaching Grammar

ABSTRACTThe study is aimed to investigate the effectiveness of giving vocabulary game on students' ability in grammar class. The study was conducted to the first semester of English Education Study Program students in Faculty of Teachers Training and Educational Sciences, Pakuan University.The population of the study is the first semester students of the English Department, Faculty of Teachers Training and Educational Sciences, Pakuan University.  From the population, the sample of the study is one experimental class consisted of 25 students. The method of the study is quasi experimental research.  The instruments used by the researcher are test and non test.  The test instruments are questions about tenses and the non test is in forms of questionnaire. From the study, it can be concluded that the students’ ability in using new verbs in constructing sentences based on tenses taught  has significantly been increased.  It is shown from the high score of students’ test. The calculatation of df (degree of freedom) is gained from df = (N-1) = 11-1 = 10 and concern with the t table value with df = 11, the value of tt table degree of significance 5% is compared to t0.  The t-table is 2.21 and with tt T0 =11,2 which is greater than tt=2,04 we can see that H0 is rejected so there are significant differences between pre-test and post-test. Based on the data calculation above, it is found out that there are significant differences mean between pre-test and posttest. Therefore, the writer concludes that the use of throwing words games as one of vocabulay games is effective in teaching grammar. Keywords: vocabulary games, grammar ABSTRAK Penelitian ini bertujuan untuk mengetahui tingkat efektivitas pemberian permainan kosakata terhadap kemampuan mahasiswa dalam kelas tata bahasa. Penelitian dilakukan terhadap mahasiswa semester satu  Program Studi Pendidikan Bahasa Inggris di Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pakuan. Populasi penelitian adalah mahasiswa semester satu Program Studi Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan. Sample dalam penelitian ini adalah satu kelas experimen yang terdiri dari 25 orang mahasiswa.  Metode penelitian yang digunakan adalah quasi experimental. Instrument dalam penelitian ini adalah tes dan non tes. Instrument yang berupa tes adalah soal mengenai tenses sedangkan non tes berupa kuesioner. Berdasarkan hasil temuan, dapat disimpulkan bahwa kemampuan mahasiswa dalam menggunakan kata kerja baru dalam membuat kalimat berdasarkan tenses yang diajarkan mengalami peningkatan secara signifikan. Hal ini terlihat dari nilai tes mahasiswa yang termasuk tinggi. Perhitungan df (derajat bebas) diperoleh dari  df = (N-1) = 11-1 = 10 dengan nilai tt table dan df = 11, nilai derajat signifikan t table 5% dibandingkan dengan t0. Nilai t-table adalah 2.21dan dengan tt T0 =11,2 yang nilainya lebih besar dari tt=2,04. Dengan demikian dapat dilihat bahwa H0 ditolak sehingga disimpulkan terdapat perbedaan yang signifikan antara pre tes dan post tes. Berdasarkan perhitungan data tersebut, ditemukan perbedaan mean yang signifikan antara pre tes dan post tes.  Oleh karena itu, dapat disimpulkan bahwa penggunaan permainan lempar kata efektif dalam pembelajaran tata bahasa.  Kata kunci: Permainan kosakata, tata bahasa

scholarly journals Grammar and Grammaring: Toward Modes for English Grammar Teaching in China

2015 ◽  
Vol 8 (12) ◽  
pp. 79 ◽  
Author(s):  
Chengyu Nan
Keyword(s):  
Language Learning ◽  
Foreign Language Learning ◽  
Grammar Instruction ◽  
Story Telling ◽  
Advanced Learners ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
Social Perspectives ◽  
English Grammar ◽  
Teaching Grammar

<p>The value of grammar instruction in foreign language learning and teaching has been a focus of debate for quite some time, which has resulted in different views on grammar and grammar teaching as well as different teaching approaches based on different perspectives or in different language learning contexts. To explore some modes for grammar teaching in China on the basis of distinguishing grammar and grammaring, this research reviews briefly the current situations of grammar teaching at colleges in China and the various teaching modes adopted in different teaching contexts. Two teaching modes are suggested, linguistic mode and story-telling mode, which may activate inquiry learning and active learning. Linguistic mode, which emphasizes the dual features of grammar learning, is more reasoning-centered than knowledge-centered and is designed from linguistic and academic perspective for advanced learners. Story telling mode, which focuses on smooth communication in different contexts, is more skill-centered than rule-centered and is designed from social and communicative perspective for beginners. Exploring the modes for teaching grammar from linguistic and social perspectives will be a pilot study for inquiring other aspects of grammar teaching as well as for teaching grammar to the learners of other languages.</p>

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 Cognition in Teaching Grammar and Actual Practices of Experienced and Less-Experienced Filipino ESL Teachers

2021 ◽  
Vol 2 (4) ◽  
pp. 104-122
Author(s):  
Joel M. Torres ◽  
Myla L. Santos
Keyword(s):  
Strong Influence ◽  
Classroom Practices ◽  
Classroom Teaching ◽  
Instructional Decisions ◽  
Experienced Teacher ◽  
Esl Teachers ◽  
Ample Evidence ◽  
Grammar Teaching ◽  
English Grammar ◽  
Teaching Grammar

Though studies in the Western and Asian settings have already provided ample evidence in the symbolic relationship between teacher cognition and classroom teaching, such relationship has remained unexplored in the Philippine setting. Hence, this study aims to describe the beliefs in the teaching of English grammar of experienced and less experienced Filipino ESL teachers in a senior high school. It also compared their beliefs and actual classroom teaching to establish if there is match between what they think and practice. Reasons for divergence from their beliefs were also explored. Results revealed that teachers’ personal theories become the basis for their personal knowledge, thus have strong influence on their planning, instructional decisions and classroom practices. While both teachers share similarities on their cognition and practice on grammar teaching, minimal differences were documented. Experienced teacher has a greater tendency to translate stated beliefs to actual practice. Contextual factors such as time, curriculum, efforts to improve one’s practice and the learners themselves were the cited reasons for teachers’ divergence.

Sign in / Sign up

Export Citation Format

Share Document