scholarly journals The Use of Deductive and Inductive Approaches in Teaching Grammar for Afghan University Students of English and Literature Studies

2019 ◽  
Vol 8 (5C) ◽  
pp. 1230-1235
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Classical Method ◽  
Inductive Method ◽  
Learning Context ◽  
Teaching English ◽  
Structured Interviews ◽  
English Grammar ◽  
Significant Difference ◽  
Teaching Grammar

Teaching English language started with using the traditional teaching methods in the educational system of Afghanistan. Teachers preferred such kinds of classical methods for teaching grammar as well. To the knowledge of the researchers, there is a lack of research conducted to indicate whether the two common methods for grammar teaching, i.e. inductive or deductive, are more effective within the Afghan teaching and learning context. The current study has been conducted to find out the effectiveness of using inductive and deductive teaching approaches to teaching English grammar in the Afghan context. Using a mixed-method (qualitative and quantitative) approach for data collection as well as analysis, the study conducted a questionnaire survey of 218 students and 13 instructors and semi-structured interviews with 4 language instructors from both English Departments of Education & Literature Faculties at a university in Afghanistan. The findings indicate that there is no significant difference of using one approach over another and Afghan students can learn through both deductive and inductive approaches in teaching grammar. However, from the perspective of the teachers, it was found that the teachers generally prefer the deductive method and rarely use the inductive method as they are trained in the classical method of teaching English. The findings of the study will help English grammar teachers to view the importance of using both of the teaching methods in Afghan context in order to make learning grammatical rules and its structures easy for the students to overcome.

scholarly journals THE AFFORDANCES OF THE FLIPPED CLASSROOM APPROACH IN ENGLISH GRAMMAR INSTRUCTION

2019 ◽  
Vol 4 (33) ◽  
pp. 95-106
Author(s):  
Huu Anh Vuong Nguyen ◽  
Choon Keong Tan ◽  
Kean Wah Lee
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Potential Method ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Teaching English ◽  
Structured Interviews ◽  
English Grammar ◽  
Qualitative Research Design ◽  
Grammar Rules

Recently, the flipped classroom instructional approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Vietnam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances perceived by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. The qualitative research design was adopted in the study. Thirty-four students majoring in the English language at a university in Vietnam attended a 10-week flipped grammar class. The instruments include semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Vietnam.

scholarly journals Effectiveness of Lecture and Discussion Teaching Methods in Teaching English Language through Figures of Speech

2019 ◽  
Vol 6 (1) ◽  
pp. 1-17
Author(s):  
Lok Raj Sharma ◽  
Ram Nath Khanal
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Teaching Method ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Teaching English ◽  
Figures Of Speech ◽  
Significant Difference ◽  
Experimental Group

The main objective of this study is to identify the effectiveness of teaching methods in teaching English language through figures of speech. Thirty-one figures of speech were selected from different prose adverse lines for the study.  The study was experimental in nature and the pretest-post test control group research design was adopted among 120 bachelor third year education students from five campuses of Makawanpur District, Nepal. Simple random sampling technique was used to select the students to form the Control Group and the Experimental Group which were taught by using the lecture teaching method and the discussion teaching method respectively for thirty five days. The paired samples t test in SPSS Version 20 was used to compare Total Pretest Mean Score and Total Posttest Mean Score within groups. The overall reliability of the instruments based on the posttest scores of the students of the both groups of the pilot study was .979 and that of the research study was .968.  The pair samples t test between the Total Pretest Mean Score and the Total Posttest Mean Score of the Control Group (observed t- value=20.652, critical t- value= 2.001 and p< .05) and the Experimental Group (observed t- value= 42.907, critical t- value= 2.001 and p< .05) show that there was a statistically significant difference between the Total Pretest Mean Score and the Total Posttest Mean Score in each group. It justifies that the lecture teaching method and the discussion teaching method were effective within each group.    

scholarly journals TEACHING METHODS USED BY STUDENTS OF DEPARTMENT OF ENGLISH LANGUAGE EDUCATION OF UIN AR-RANIRY IN TEACHING ENGLISH AT ENGLISH COURSE

2017 ◽  
Vol 4 (1) ◽  
pp. 10
Author(s):  
Dara Fitria Munzaki ◽  
Lilis Suadah ◽  
Risdaneva Risdaneva
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Teaching Practice ◽  
English Education ◽  
Teaching Method ◽  
Direct Method ◽  
Language Education ◽  
Teaching English ◽  
Qualitative Descriptive ◽  
Teaching Grammar

Learning can take place in school, course, and community. There are some differences of teaching at school and course, such as teaching methods used. It is one of the most important elements in teaching. Teaching method is used to help the learners to gain the knowledge and help them to achieve their learning targets. Therefore, this research focused on teaching methods that were used by English Education Department students in UIN Ar-Raniry in teaching grammar at English courses. The purposes of this research were to identify which methods were used in teaching grammar at courses and to describe the teaching techniques that were applied in classroom. The participants were five English Education students who have been teaching English at English courses. They were selected using purposive sampling with a consideration that they have completed Teaching Method, Micro Teaching, and Teaching Practice (PPL) subjects in their previous semesters. This research was conducted by using qualitative descriptive and two techniques for collecting data namely observation and interview. Based on the research findings, writer found that all of the selected teachers used Grammar Translation Method (GTM) as the main teaching method which was sometimes combined with some techniques of other methods such as Direct Method, Communicative Language Teaching (CLT), and Bilingual Method.

scholarly journals The Beliefs and Practices of Bhutanese English Teachers in Teaching Grammar in English as a Second Language (ESL) Classroom in Bhutan

2020 ◽  
Vol 1 (2) ◽  
pp. 84-99
Author(s):  
Pema Dendup
Keyword(s):  
Teaching And Learning ◽  
Negative Attitude ◽  
English Teachers ◽  
Inductive Method ◽  
Teaching English ◽  
Beliefs And Practices ◽  
English Grammar ◽  
Lecture Method ◽  
Deductive Method ◽  
Teaching Grammar

This research aims to study the beliefs and practices of the Bhutanese English teachers about teaching English grammar in the Bhutanese ESL (English as Second Language) classrooms. English in Bhutan plays a vital role as a working language in offices, as a language of international communication, and a medium of instruction in the Bhutanese education system. Considering these multiple roles and its significance as a medium of instruction it is important to study the standard of English in Bhutan and work towards upholding its standard. Therefore; in this study, the teaching of grammar is considered as one essential aspect of teaching and learning English in schools. This study addresses questions on the Bhutanese teachers’ approaches to teaching grammar and their beliefs and practices in the classrooms. It also discusses some matters concerning the English curriculum besides focusing on grammar. To study and identify the Bhutanese English teachers’ beliefs about teaching English grammar, a total of 50 teachers from various schools from Bhutan were involved in this study. The findings from this study indicate that the Bhutanese teachers employ diverse approaches to the teaching of grammar, and among the various approaches most of the Bhutanese teachers follow the deductive method, followed by the inductive method, and there is a minority of teachers who still employ an obsolete method of teaching called lecture method. It is also worthy of note that some teachers in Bhutan are also aware of communicative approaches to language teaching and learning. The study also reflects the negative attitude of English teachers in Bhutan, especially in viewing English as a subject more challenging than other subjects.  The findings from this study indicate that the Bhutanese teachers employ diverse approaches to the teaching of grammar, and among the various approaches most of the Bhutanese teachers follow the deductive method, followed by the inductive method, and there is a minority of teachers who still employ an obsolete method of teaching called lecture method. It is also worthy of note that some teachers in Bhutan are also aware of communicative approaches to language teaching and learning. The study also reflects the negative attitude of English teachers in Bhutan, especially in viewing English as a subject more challenging than other subjects.  This particular research was an area of interest, because hardly any research has been conducted into the beliefs and practices of Bhutanese teachers, in particular teachers of English language. Therefore, this research has original and significant findings about the beliefs and practices of the Bhutanese English teachers about teaching English grammar.

scholarly journals The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners

2019 ◽  
Author(s):  
Chong Xin Txin ◽  
Melor Md Yunus
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Structured Interviews ◽  
School Students ◽  
Cooperative Teaching ◽  
Verb Agreement

Even after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Questionnaires and semi-structured interviews were used as data collection tools. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar.

scholarly journals Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study

2020 ◽  
Vol V (I) ◽  
pp. 290-299
Author(s):  
Muhammad Sabboor Hussain ◽  
Khaled B. Albesher ◽  
Aisha Farid
Keyword(s):  
English Language Learners ◽  
Qualitative Study ◽  
English Language ◽  
Teaching English ◽  
Treatment Practices ◽  
Female Teachers ◽  
Significant Difference ◽  
Error Treatment ◽  
Gender Based ◽  
Esl Learners

This paper explores error treatment practices in teaching English to Saudi adult English Language learners. In this genderbased qualitative study, thirty-six male and twenty-four female teachers were interviewed, using Hendrickson's (1978) theoretical framework to analyze learners' error treatment practices by EFL teachers. No significant difference in the male and female teachers was found in their perception of the students' errors, reasons and ways to correct students' errors and their perceptions of the backwash effect of the error correction. However, female teachers find a lack of student motivation as a major cause of errors. The study has also explored some unreflective and unprofessional error treatment practices that urge the need for regular training for the teachers to make them aware of the psychological dimensions of error treatment practices. The study recommends the transformation of the traditional style of teaching into coaching to give professional, reflective, and effective treatment to adult EFL/ESL learners' errors.

scholarly journals A Comparative Study Of The Use Of Infinitive In English And Albanian Language. Teaching English Grammar To Albanian Learners Based On A Comparison.

2011 ◽  
Vol 3 ◽  
Author(s):  
Artemisa Dralo
Keyword(s):  
Second Language ◽  
Comparative Study ◽  
English Language ◽  
Language Teachers ◽  
Teaching English ◽  
English Grammar ◽  
Correct Usage ◽  
Second Language Teachers ◽  
Similarities And Differences ◽  
Incorrect Usage

Today, interest in developing courses that provide interdisciplinary perspectives is increasing. In this way, we could obviously illustrate and give exact comparisons for our learners of English as a second language, in order to avoid their misconception and later incorrect usage of exact grammatical patterns. Thus a detailed study particularly upon the key patterns of each language, especially the correct usage of verbs, is necessary not even for the learner, but also for the teacher and especially for a linguist. The aim of this study is the correct usage and explanation of non-finite verbs for the learner of English as a second language. Teachers of all levels of English language have usually been confronted with this problem, while explaining grammar and trying to adjust the similarities and differences of English non-finites with the Albanian forms. This article focuses as well on the morphological and syntactical aspect and the structure of non-finite verbs within sentences in English and Albanian language, the problem of whether verbs are followed by the gerund or infinitive, especially in English but in a comparison to Albanian language and their equivalence. 

scholarly journals The Effectiveness of Using Inductive Method in Teaching English Grammar

2019 ◽  
Vol 7 (1) ◽  
pp. 98
Author(s):  
Ade Novea Retty ◽  
Martono Martono ◽  
Teguh Sarosa
Keyword(s):  
T Test ◽  
Inductive Method ◽  
Control Group ◽  
English Grammar ◽  
Significant Difference ◽  
Deductive Method ◽  
Eighth Grade Students ◽  
Class Viii ◽  
The Mean ◽  
Experimental Group

This article presents the research results which are: (1) there is a significant difference in grammar mastery between students taught using Inductive Method and students taught using Deductive Method; (2) Inductive Method is more effective than Deductive Method. The research method used in this research is an experimental design. This research was conducted at SMP Negeri in Surakarta in the academic year of 2017/2018. The research population is the eighth-grade students. The samples are class VIII A as the experimental group consisting 28 students and class VIII B as the control group consisting 28 students. The research instrument used to collect the data is a test. The data were analyzed by using t-test formula. The computation of the t-test shows that t observation (t<sub>o</sub>) = 2.284 is higher than t table <sub>(54. 0.05)</sub> = 2.0048. It can be concluded that there is a significant difference in grammar mastery between the students taught using Inductive Method and the students taught using Deductive Method. The mean score of the experimental group is 58.29, while the mean score of the control group is 46.86.  It can be concluded that Inductive Method is more effective than Deductive Method to teach English grammar.

scholarly journals Exploring the present and target academic English language needs of Iranian undergraduate students: a case at the Tabriz University of Medical Sciences

2019 ◽  
Vol 8 (2) ◽  
pp. 113-123
Author(s):  
Simin Sattarpour ◽  
Assef Khalili
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Needs Analysis ◽  
Medical Sciences ◽  
Structured Interviews ◽  
Self Assessment ◽  
Significant Difference ◽  
Teachers And Students

Background: The content for courses for English for specific purposes (ESP) has been largely determined on the basis of the intuitive judgments and personal preferences of syllabus designers and teachers rather than a standard needs analysis. The present study was an attempt at assessing the current English language abilities of undergraduate students majoring in the medical sciences and identifying their target needs for academic success through quantitative and qualitative methods. Methods: The participants included 197 undergraduate students, 12 Teaching English as a Foreign Language (TEFL) teachers, and 15 content teachers from the Tabriz University of Medical Sciences, Iran. Data were collected through a target needs analysis, self-assessment questionnaires, and semi-structured interviews. Results: Pronunciation, technical and general vocabulary knowledge, and use of bilingual dictionaries were regarded as ‘important’ and ‘very important’ target needs by the participants, though some significant differences in perceptions were found between content teachers and students. Writing skill, listening comprehension, and speaking were perceived as the weakest points in the students’ current level of ability. There was also a significant difference between the perception of TEFL teachers and students in assessing the students’ linguistic abilities. Furthermore, both students and TEFL teachers voiced their dissatisfaction with certain areas of ESP courses, such as an inadequate number of credits and heterogeneity of classes. Conclusion: To improve the outcome of ESP courses, they should be designed on the basis of a realistic appreciation of all stakeholders’ perceptions in the field, and they should be taught through the cooperation of both TEFL teachers and content teachers working together.

scholarly journals Teachers’ Assumptions on Teaching English Grammar for Lower-secondary Level Students (A Case Study of Nepal)

2020 ◽  
Vol 8 (7) ◽  
pp. 31-41
Author(s):  
Ramesh Prasad Adhikary
Keyword(s):  
Language Teaching ◽  
Secondary Level ◽  
Teaching English ◽  
Student Centered ◽  
Secondary Sources ◽  
English Grammar ◽  
Verb Agreement ◽  
The Past ◽  
Teaching Grammar

Teaching grammar is one of the aspects of language teaching. From the past, different methods, like teaching from rules, teaching from examples, teaching through texts have been used to teach grammar in Nepal. So, this research was prepared to study the teachers’ assumption for teaching English grammar at lower secondary level in Nepal. The issue of teaching prepositions, articles, tense, tags, causative verbs and subject verb agreement are raised in this research. In this research, both the primary and secondary sources of data were used. Questionnaires were used to collect the data for the research. The result shows that most of the teachers use inductive ways to teach grammar lessons or they used student-centered techniques. It also concludes that the level of the learners, context and nature of the text also make the teachers to select the method for teaching.

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