THE FORMATION OF STUDENTS' FOREIGN LANGUAGE GRAMMATICAL COMPETENCE

2021 ◽  
pp. 121-128
Author(s):  
Ryabukha T ◽  
◽  
Hostishcheva N ◽  
Barantsova I ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Grammatical Competence

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

scholarly journals Learning German grammar after English: Let us give Ukrainian students a chance

2020 ◽  
Vol 9 (29) ◽  
pp. 516-529
Author(s):  
Nataliia Borysko ◽  
Alina Dolyna ◽  
Elvira Bondarenko ◽  
Iryna Korniiko
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mutual Influence ◽  
Process Analysis ◽  
Teaching Experience ◽  
Foreign Languages ◽  
Metalinguistic Awareness ◽  
Grammatical Competence ◽  
Insufficient Amount ◽  
Methodological Principles

The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems.   The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.

scholarly journals Cultural Diversity in Native and Non-Native Speakers of English Communication

2021 ◽  
Vol 0 (43) ◽  
pp. 1-29
Author(s):  
Iman Khalaf Jasim ◽  
◽  
Sabah S. Mustafa
Keyword(s):  
Foreign Language ◽  
Cultural Diversity ◽  
Native Speakers ◽  
Pragmatic Competence ◽  
Grammatical Competence ◽  
Cross Cultural Communication ◽  
Pragmatic Failure ◽  
On Line ◽  
Native Speakers Of English ◽  
Communication Breakdowns

With the advancement of technology ,the study of cross-cultural communication via on line has become an important and researchable topic in linguistic theory and its applications.The aims of this study are two- fold (a) exploring the influence of cultural diversity on on-line interaction between American native speakers (NSs) and Iraqi non-native speakers (NNSs) of English which, together with other factors might potentially lead to what Thomas(1983) calls "pragmatic failure" (PF), a main cause of communication breakdowns and (b) specifying which type of PF occurs more frequently between the two groups along with the reasons behind such failures. To achieve these objectives , a number of online chats conducted between (10) American speakers of English and (8) Iraqi graduate students of English were collected and analyzed on the basis of Thomas' (1983) division of PF in an attempt to verify the assumption that pragmatic failure is a result of cultural diversity between the two groups of participants.Results revealed that the cultural differences between the two groups could be a major cause of misunderstanding ie. PF., a finding which can be of value to textbook designers and teachers of English as a foreign language (FL)who are required to improve students' pragmatic ability in classroom by focusing not only on their grammatical competence but also on their pragmatic competence.

scholarly journals COMMUNICATIVE APPROACH TO FORMING FUTURE FOREIGN LANGUAGE TEACHERS’ GRAMMATICAL COMPETENCE

2021 ◽  
Vol 1 (193) ◽  
pp. 461-465
Author(s):  
Olena Hladka ◽  
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Integrated Approach ◽  
Language Teachers ◽  
Grammatical Structure ◽  
Foreign Language Teachers ◽  
Professional Activities ◽  
Grammatical Competence ◽  
Grammatical Skills ◽  
Communicative Approach

The article deals with peculiarities offorming future foreign language teachers’ grammatical competence in realization of communicative approach. The notion "future teacher’s grammatical competence" and its constituents are specified. The constituents offoreign language teachers’ grammatical competence comprise grammatical knowledge, grammatical skills (receptive and reproductive) and grammatical awareness (students' ability to register and recognize grammatical phenomena in oral and written speech, features and patterns of their formation and functioning). The types of communicative exercises, characteristic for the formation of grammatical competence of future foreign language teachers in the process of realization of the communicative approach, are offered and substantiated. The grammatical competence of the future foreign language teacher as a component of professional competence can be defined as intuitive (determining the creative and spontaneous use of language) and intellectual (which can be manipulated consciously) knowledge and ability to use grammatical resources of the language which can be achieved due to the integrated approach to learning grammar material, which provides an organic combination of conscious and subconscious components in the learning process, which will ensure their success in further professional activities. While communicative approach realization communicative (linguistic) tasks are prioritized. After all, it is the latter that bring the development of grammatical skills and abilities closer to the conditions of real communication - motivated and purposeful. Each grammatical structure can be carefully processed and automated thanks to the creative approach of the teacher to the selection of tasks.

scholarly journals The Place and Role of the Formation of Grammatical Competence in Foreign Language Teaching

2021 ◽  
Vol 7 (11) ◽  
pp. 325-330
Keyword(s):  
Foreign Language ◽  
Research Methods ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
Research Purpose ◽  
Research Results ◽  
Grammatical Competence ◽  
The Individual

Research relevance in this article examines the place and role of grammatical competence formation in foreign language teaching. Research purpose: providing information on cognitive, operational, motivational and reflexive criteria, which are indicators of the final completeness of grammatical competence. Research methods and materials: studies of the concepts of ‘competence’ and ‘competence’ are described on the basis of numerous opinions of scientists, educators and psychologists. Research results: with the acquisition of linguistic competence, the graduate acquires knowledge of the norms and rules that reflect the individual and general laws in the language. Conclusions: students majoring in philology or pedagogy, as future teachers, should be able to study the culture of other nations through a foreign language, as well as through analysis, synthesis, comparison, oral, written speech, dialogue, monologue.

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 OBSERVATION ON A CERTAIN GRAMMATICAL HOMONYMY IN BULGARIAN AND EXERCISES TO OVERCOME THE MISTAKES IT CAUSES IN FOREIGN STUDENTS’ SPEECH

2019 ◽  
Vol 31 (6) ◽  
pp. 1683-1686
Author(s):  
Mariya Genova ◽  
Lidiya Kavrakova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Early Stage ◽  
Language Education ◽  
Professional Communication ◽  
Definite Article ◽  
Grammatical Competence ◽  
Ordinal Numbers ◽  
Foreign Language Acquisition ◽  
Word Forms

Developing communicative competence is a main objective in learning Bulgarian as a foreign language. There are two teaching aims in the process, a general one (everyday usage) and special one (academic and professional communication). Bulgarian name system, nouns, adjectives and numerals in particular, proves to be a source of numerous mistakes made by foreigners during their language education. There are certain forms and structures in the morphological system of Bulgarian which foreign students find really hard to acquire. These are of great interest in the light of the repair theory, so that an approach to rectify the mistakes is developed. The present article’s purpose is to examine a grammatical homonymy of word forms with identical inflection “a” with nouns, adjectives and ordinal numbers. Homonymous affixes –а (улица, главна улица, три стола, на стола, трета улица) have entirely different meanings. With nouns, adjectives and ordinal numbers ‘a’’ is an indication for singular feminine, whereas with the masculine it indicates numerical form or definiteness – definite article. This grammatical homonymy induces objectively lexical-grammatical errors due to overgeneralization at the early stage of teaching Bulgarian to foreign students. These homonymous word forms recognition by the students is the basis for lexical-grammatical competence (main parameter, including lexical, morphological, syntactic and phonological and graphological knowledge). To achieve this competence we introduce targeted exercises in identifying and comparing homonymous affixes and their correct usage in sentence construction. According to the generally accepted concept of human cognitive activities, the core of learning is information processing rather than habitualization. Inasmuch as foreign language acquisition requires actively extracting rules from the language input, the knowledge of the presented grammatical homonymy is expected to be applied by students in order to achieve Bulgarian linguistic competence.

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