scholarly journals THE IMPACT OF GRAMMATICAL COMPETENCE WITH DISCOURSE IN SPEAKING PROFICIENCY

JURNAL BASIS ◽  
2014 ◽  
Vol 1 (2) ◽  
pp. 115
Author(s):  
Frangky Silitonga ◽  
Frangky Silitonga
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Past Tense ◽  
Grammatical Competence ◽  
The Past ◽  
Speaking Proficiency ◽  
The People ◽  
Speaking Skill ◽  
Present Tense ◽  
The Impact

ABSTRACTLanguage is a mean of communication used in daily activities. There are aspects needed to be concerned in the use of language, especially foreign language. One of the most common foreig language used is English. In Indonesia, although, English is sound familiar by most of people, the ability of using English is still not maximal. In the use of English language, one of the most important aspects is grammar, for example grammar orientation—tenses, Simple past tense and simple present tense, these are two particular parts in grammar. Simple past tense indicates the past condition that has passed. Simple present tense is used to describe the habit or event happening now. The tendency of tenses use is usual in daily communication, for instance, everyone will interact through some ways, one of them verbal communication or speaking. There is a relationship between grammar and speaking proficiency. Simple past and simple present tense influence the speaking proficiency, thus by mastering those grammar aspects will make easier to understand communication each other. Therefore discourse has supporting power to make the second learners language easily to improve speaking skill. It thing become a basic need for some people who face the people using that foreign language, especially in the school or business process. In Batam, as an industrial region which next to the Singapore and Malaysia, a well speaking proficiency surely needed. Here, the writer conducts the research toward impact of grammatical orientation with discourse in speaking proficiency on students’ primary school in Batam.

scholarly journals AN INSTRUCTIONAL MODEL FOR ENHANCING EFL LEARNERS’ SPEAKING PROFICIENCY

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 86-97
Author(s):  
Syarifudin Syarifudin
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Efl Learners ◽  
Grammatical Competence ◽  
Speaking Proficiency ◽  
Speaking Skill

Due to the central role of speaking skill and its escalating demands of instruction in various levels of education in Indonesia, a myriad of teaching approaches and strategies have been applied to equip learners with the competences enabling the development of this skill. As a widespread approach to English language teaching (ELT),  which  gains  its  popularity  within  the context  of  EFL, Communicative Language Teaching (CLT) is geared towards learners’ communicative competence comprising of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the underlying abilities of speaking proficiency. The development of these competences can be better facilitated when learning takes its place both in and outside classrooms as the latter provides potential promises for learners’ speaking proficiency development. For this reason, this paper presents learners’ challenges for learning speaking, the model activities in and outside classrooms, the importance of speaking instruction and the components of communicative competence and speaking proficiency.

scholarly journals THE IMPACTS OF GRAMMATICAL COMPETENCE TOWARDS STUDENTS’ SPEAKING PROFICIENCY IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

2020 ◽  
Vol 7 (1) ◽  
pp. 102-112
Author(s):  
Sabarniati
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
First Year ◽  
Grammatical Competence ◽  
Verb Agreement ◽  
Speaking Proficiency ◽  
Grammatical Awareness ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
The Impact

This investigation is conducted standing on the gap that there are students of English who are good in speaking the target language but do not master the grammar well, and there are also found students who have adequate grammatical awareness but cannot express themselves orally. This study aims at identifying common grammatical errors occur while students are speaking and how students’ grammar ability influences their speaking performance. This study was conducted in a Basic Speaking Class of First Year English Department Students of UIN Ar-Raniry. The Students’ grammatical mastery was tested as well as examining their speaking proficiency in order to discover the impact that the grammar has over the speaking. Two teachers of speaking were also interviewed in order to verify a number of supportive information. The result of the study showed that “subject-verb agreement” (SVA) was the most frequent grammatical error occurred in students’ speaking practice. It was also admitted that grammatical issue has not a big deal in determining students’ ability to speak English.

scholarly journals Tense in the Principles of Semantics: الزّمان في قواعد علم المعاني

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Deeaa Hussin Mouheb Aldeen
Keyword(s):  
Event Recognition ◽  
Past Tense ◽  
Past Event ◽  
The Past ◽  
The Future ◽  
The Subject ◽  
Present Tense ◽  
The Impact

    “Tense in the Principles of Semantics” is a study that discusses tense in one of rhetoric, namely semantics. The significance of this research stems from the fact that it sheds light on tense as an important aspect of language. It also discusses the influence of tense on the formulation and the application of a significant number of the principles of semantics. The present research, then, examines the impact of tense on formulating some of the rules of semantics and seeks to extract the rhetoric meaning that is built on tense in these rules. The researcher has adopted the analytical, descriptive methodology of this research, which is structured in four parts, an introduction, two body analyses and a conclusion. The findings revealed that the syntactic tense was in the verb form, the grammatical tense – which can be deduced from the context- was in the structure, and that the rhetoric tense was in the rhetoric meaning that tense enacts in the structure. It was also found that tense interferes in formulating many principles in semantics. In addition, the study found that tense has a clear impact on recognising the event, since event recognition is bound to tense recognition. Tense also interfered in what rhetoricians know as going beyond the surface to serve other rhetorical purposes. We might express the future using the past tense to reflect the certainty that something will happen. Language also expresses the past using the present tense for rhetorical purposes, like recalling the past event and visualising it as a realty for the addressee, and to show repetition of the verb. Furthermore, the future can be represented using the subject nominalisation or the object nominalisation with the intention of nearing the occurrence of some event in order to warn form it.     

scholarly journals Time, Narrative Intimacy and the Child

2003 ◽  
Vol 48 (1-2) ◽  
pp. 233-240 ◽  
Author(s):  
Gillian Lathey
Keyword(s):  
Shared Reading ◽  
Past Tense ◽  
The Past ◽  
Narrative Time ◽  
Present Tense ◽  
The Impact

AbstractThe British version of Jean de Brunhoff’sHistoire de Babaris a striking example of the transition from the present to the past tense in the translation of children’s texts into English. With reference to theories of narrative time, this paper invites speculation on the impact of such a tense shift on the present-tense qualities of the original, on the performance of a shared reading by child and adult and, finally, on the relevance of the young child’s developing understanding of the role of tense in narrative.

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.

Mobile Phones' Video Recording Tool

2021 ◽  
Vol 11 (2) ◽  
pp. 16-32
Author(s):  
Van Huynh Ha Le ◽  
Huy Ngoc Nguyen
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Mobile Applications ◽  
Video Recording ◽  
Structured Interview ◽  
Foreign Language Anxiety ◽  
Oral Performance ◽  
Speaking Anxiety ◽  
The Past ◽  
The Impact

Foreign language anxiety (FLA) has a debilitating influence on the oral performance of EFL speakers. Over the past decade, most research in MALL has emphasized the use of mobile applications on improving language skills, but little research has explored the impact of using video recording tool to decrease foreign language speaking anxiety (FLSA). Hence, this study examines the effect of using video recording tool on students' EFL speaking anxiety. Twenty-eight pre-intermediate freshmen at Van Lang University, Vietnam, participated in a seven-week project. In this research, mixed method was used in combination with three data collection instruments: questionnaire, observation notes, semi-structured interview. The results indicated that video recording tool significantly lowers EFL speaking anxiety. Therefore, this study makes a major contribution to research on FLA by exploring freshmen's anxiety causes and its impacts on learners' oral performance and offering a technique to help them overcome that phobia: mobile phone video recording.

scholarly journals (Re)claiming English Language Today

2019 ◽  
pp. 177-185
Author(s):  
Nadežda Stojković
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Standard English ◽  
Collective Identities ◽  
Cultural Renewal ◽  
Paradoxical Situation ◽  
The World ◽  
The Status ◽  
National Languages ◽  
The Impact

In the huge and most diverse discussion on the influence of the English language as a second, international, or bridge language, there are distinctive voices drawing attention to the fact that this language as nowadays so widely used in innumerable contexts, is no longer ‘owned’ by the community of speakers to whom it is mother language, those primarily of the countries from where English language originates. Moreover, the number of people speaking, or rather using English language today either as their second or foreign language, by far outnumbers people to whom it is native. Situation being such, it is further claimed the concept of ‘standard English’ reflects inherent inequality stance, for if it belongs to everyone speaking it, then insisting on the supremacy on only one of its variants means placing all those speakers of it in a subdued position, and this possibly being yet another facet of English an agent of neocolonialism and globalization (Pennycook 1998, Phillipson 1992). The spread of the English language has been much investigated as oppressive to the formation and expression of personal and collective identities, degrading national languages and through globalization diminishing the impact of local cultures (Bhaba 1990), that it challenges cultures and discourses, being the impetus for continuous re-codification and re-colonisation (Foucault 1980). However, equally significant in relevance and number, the opposing views claim English today offers an expanded community of users enabling new ways of expressing, changing, negotiating voices that offer chances for cultural renewal and exchange around the world, that the awareness of this brings “decolonizing of the colonizers mind” (Penycook 2013). Taking the flip side of the situation, English language natives are noted to be in a paradoxical situation of being expatriates from their own language, themselves “co-victims” (Bratlinger 1990). This insurgent knowledge of the status of English language today is certainly to instigate further investigation, ‘writing back’ of what ontology this language now embodies.

‘Colloquialization’ in fiction: A corpus-driven analysis of present-tense fiction

2019 ◽  
Vol 28 (3) ◽  
pp. 280-304
Author(s):  
Reiko Ikeo
Keyword(s):  
Structural Characteristics ◽  
Past Tense ◽  
Spoken Discourse ◽  
The Past ◽  
Fictional Narratives ◽  
Present Tense

Over the past decade, more and more writers have used the present tense as the primary tense for their fictional narratives. This article shows that contemporary present-tense fiction has more lexical and syntactic characteristics which are similar to spoken discourse than past-tense fiction by comparing lexis and structures in two corpora: a corpus consisting of present-tense narratives and a corpus of past-tense narratives. It also discusses how the use of the present tense affects the management of viewpoint in narrative by relating its lexical, structural characteristics to the presentation of characters’ speech and thoughts.

The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms

2017 ◽  
Vol 9 (3) ◽  
pp. 79
Author(s):  
Hanaa Al-Ghamdi ◽  
Abdullah Al-Bargi
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
English Language ◽  
Positive Impact ◽  
Speech Rate ◽  
Classroom Interaction ◽  
Study Results ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
The Impact

The purpose of this study is to investigate, following a qualitative research design, the ways in which English as a Foreign Language (EFL) teachers modify their speech in an endeavor to create interactive learning environments facilitated by the implementation of strategies providing inherently comprehensible input for students. The study also seeks to examine students’ reactions to the use of such different speech modification strategies. The data gathered was taken from three different EFL classrooms with a total of sixty-two university students (forty male and twenty-two female) and three non-native speakers (NNS) of English language teachers. The data analysis reveals that EFL teachers regularly modify their talk through the use of different linguistic and interactional strategies in the Saudi EFL context, including the use of simplified grammar and vocabulary, shorter sentences, repetition, and emphatic stress and reduced speech rate. Other modification strategies include the use of clarification requests, confirmation checks, transition markers and hand gestures in order to facilitate student understanding and learning. The data analysis also suggests that teachers’ modification strategies have a positive impact on language learners in accelerating their comprehension and developing their classroom interaction. The study results provide valuable implications for foreign language classroom pedagogy and teacher training.

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