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

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.

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Application of Massive Open Online Course to Grammar Teaching for English Majors Based on Deep Learning

Frontiers in Psychology ◽

10.3389/fpsyg.2021.755043 ◽

2022 ◽

Vol 12 ◽

Author(s):

Minghui Du ◽

Yiqun Qian

Keyword(s):

Deep Learning ◽

Foreign Language ◽

Learning Ability ◽

Classroom Teaching ◽

English Learning ◽

Massive Open Online ◽

Teaching Resources ◽

Grammar Teaching ◽

English Grammar ◽

New Knowledge

The study aims to explore the roles of Massive Open Online Courses (MOOCs) based on deep learning in college students’ English grammar teaching. The data are collected using a survey. After the experimental data are analyzed, it is found that students have a low sense of happiness and satisfaction and are unwilling to practice oral English and learn language points in English learning. They think that college English learning only meets the needs of CET-4 and CET-6 and does not take it as the ultimate learning goal. After the necessity and problems in English grammar teaching are discussed, the advantages of flipped classrooms of MOOCs are discussed in English grammar teaching. A teaching platform is constructed to study the foreign language teaching mode under MOOCs, and classroom teaching is combined with the advantages of MOOCs following the principle of “teaching students according to their personalities” to improve the listening, speaking, reading, writing, and translation skills of foreign language majors. The results show that high-quality online teaching resources and the deep learning-based teaching environment can provide a variety of interactive tools, by which students can communicate with their peers and teachers online. Sharing open online communication, classroom discussion, and situational simulation can enhance teachers’ deep learning ability, like the ability to communication and transfer thoughts. Constructivism with interaction as the core can help students grasp new knowledge easily. Extensive communication and interaction are important ways for learning and thinking. The new model provides students with profound learning experience, expands the teaching resources of MOOCs around the world, and maximizes the interaction between online and offline teachers and students, making knowledge widely rooted in the campus and realizing the combination of online resources and campus classroom teaching. Students can learn the knowledge through autonomous learning and discussion before class, which greatly broadens the learning time and space. In the classroom and after class, the internalization and sublimation of knowledge are completed through group cooperation, inquiry learning, scenario simulation, display, and evaluation, promoting students to know about new knowledge and highlighting the dominant position of students.

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DEDUCTIVE AND INDUCTIVE INSTRUCTIONS FOR TEACHING ENGLISH GRAMMAR IN ONLINE CLASSROOM

Lire Journal ◽

10.33019/lire.v5i2.131 ◽

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.

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The Effectiveness of Using Games for Developing Young Learners’ Grammar Competence

ELOPE English Language Overseas Perspectives and Enquiries ◽

10.4312/elope.16.2.49-61 ◽

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.

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

Forest Chemicals Review ◽

10.17762/jfcr.vi.181 ◽

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.

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

English Language Teaching ◽

10.5539/elt.v8n12p79 ◽

2015 ◽

Vol 8 (12) ◽

pp. 79 ◽

Cited By ~ 3

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

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.

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Teachers’ strategies on teaching grammar: Facts and expectations of senior high school teachers at Ambon

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v9i4.20643 ◽

2020 ◽

Vol 9 (4) ◽

pp. 1121

Author(s):

Threesje Roza Souisa ◽

Lelyemin Yanuarius

Keyword(s):

Foreign Language ◽

Learning Styles ◽

High School Teachers ◽

Conceptual Knowledge ◽

Classroom Practices ◽

Sample Population ◽

School Teachers ◽

Teachers Perceptions ◽

Grammar Teaching ◽

Teaching Grammar

This study is aimed at describing the English as a Foreign Language (EFL) senior high schools’ teachers’ perceptions on grammar teaching; their teaching strategies which are the most and less frequently applied in their classroom practices and the challenges that they have in teaching grammar. Explanatory mixed approaches were conducted involving 63 teachers as the sample population in collecting quantitative data, and five selected teachers as participants for collecting the qualitative data. The findings showed that teachers' perceptions of grammar teaching are based on their conceptual knowledge as they have experienced it and it is based on grammar theories. The teachers applied vary grammar approaches and strategies but they still face with the challenges in teaching grammar such as students' learning styles and less of teaching references.

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Teaching Grammar: Professional Needs of Saudi EFL Instructors

International Journal of English Linguistics ◽

10.5539/ijel.v10n3p14 ◽

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’ 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.

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Student Teachers’ Views on Grammar and Grammar Teaching, and its Communication to their Students

Journal of NELTA ◽

10.3126/nelta.v22i1-2.20044 ◽

2018 ◽

Vol 22 (1-2) ◽

pp. 89-102

Author(s):

Bal Ram Adhikari

Keyword(s):

Mixed Methods ◽

Student Teachers ◽

Present Article ◽

Teacher Educators ◽

Classroom Practices ◽

Classroom Observation ◽

Theoretical Background ◽

Related Literature ◽

Grammar Teaching ◽

English Grammar

The present article builds on the study entitled “English Grammar: Views of Student Teachers and Communication of Grammar to their Students” carried out under and submitted to University Grants Commission, Nepal. The study adopted the mixed-methods of questionnaire and semi-structured classroom observation. Against a brief theoretical background of grammar and grammar teaching and review of the related literature, the article presents respondent teachers’ views on grammar and grammar teaching collected by means of a set of questionnaire. Their views are further compared with the classroom data collected by observation. It is found that there is a lack of congruence between the teachers’ views, and their actual classroom practices in the areas, such as methods, techniques, resources and activities. Finally, the article presents conclusion and some pedagogical recommendations for teachers and teacher educators. Journal of NELTA , Vol. 22, No. 1-2, 2017 December, page: 89-102

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A Study on the Problems of Junior English Teaching Effectiveness and Corresponding Strategies: Taking English Grammar Teaching as an Example

World Journal of English Language ◽

10.5430/wjel.v11n1p34 ◽

2021 ◽

Vol 11 (1) ◽

pp. 34

Author(s):

Yang Tianfu ◽

Wang Hongyuan

Keyword(s):

Professional Development ◽

High School ◽

Junior High School ◽

Teaching Effectiveness ◽

English Teachers ◽

Classroom Teaching ◽

English Teaching ◽

Grammar Teaching ◽

English Grammar ◽

English Classroom

Currently, English teaching focus has been gradually transferred from teacher-centeredness to learner-centeredness. However, some problems still exist in the process of English teaching so that English teachers are encouraged to seek strategies to solve them, which is expected to enhance the English classroom teaching effectiveness. It has been the vital goal for English classroom teaching in junior high school because through the unremitting improvement of it, English teachers will boost their teaching capabilities, optimize teaching methods and attain further professional development. Thus, this research mainly focuses on the problems and strategies of effectiveness of English teaching in junior high school from the perspective of English grammar teaching to attain further foreign teachers’ professional development.

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The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

English Language Teaching ◽

10.5539/elt.v9n7p70 ◽

2016 ◽

Vol 9 (7) ◽

pp. 70 ◽

Cited By ~ 1

Author(s):

Bayan Alghanmi ◽

Nadia Shukri

Keyword(s):

Learning Styles ◽

Teacher Development ◽

Classroom Environment ◽

English Language ◽

Classroom Practices ◽

Grammar Instruction ◽

Grammar Teaching ◽

Teachers Beliefs ◽

English Language Institute ◽

The Relationship

Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers’ beliefs of grammar and grammar instruction as well as their practices in the classroom. This case study investigates the relationship between teachers’ beliefs of grammar and grammar instruction and their instructional practices. In the first stage, a sample of 30 teaching faculty members at the English Language Institute (ELI) at the University of Jeddah (UJ), in Saudi Arabia completed a survey discussing their beliefs related to grammar instruction. In the second stage, ten of these teachers were observed in classroom in order to explore the relationship between their beliefs and practices. In the third and final stage, open-ended questions were distributed to the teachers after the observations to better understand the factors that influence their beliefs. The findings reveal that teachers’ beliefs are indeed reflected in their classroom practices. Students’ proficiency level, attitudes toward the language, needs, learning styles, classroom environment, and teacher development are six factors that influence the transformation of teachers’ beliefs regarding grammar and grammar instruction into practices. These findings will help broaden the discussion on how to improve the quality of grammar teaching, particularly in the Saudi EFL classroom.

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