scholarly journals English Learning System Design for College Students Personalized English Grammar Check and Diagnosis

2018 ◽  
Vol 13 (04) ◽  
pp. 21 ◽  
Author(s):  
Dandan Pan ◽  
Hongzhi Zhou
Keyword(s):  
College Students ◽  
Computer Technology ◽  
Teaching And Learning ◽  
Learning System ◽  
Learning Theories ◽  
English Learning ◽  
College English ◽  
Grammar Teaching ◽  
English Grammar ◽  
Feature Database

The development of computer technologies help enrich the content of Eng-lish education and provide more convenience for English learning. English grammar is one of the basic elements and affects the expression and recep-tion in English listening, speaking, reading and writing directly. How a stu-dent masters English grammar has a critical impact on his or her overall English level. This paper attempts to achieve personalized check and diagno-sis of college students’ English grammar. by integrating relevant computer theories and learning theories. With the help of Visual Studio and SQL computer technology, we can achieve functional design and database design for personalized grammar check and diagnosis for both learning and teach-ing. The paper also completes the design of the question bank, learning fea-ture database and user feature database Computer-technology-based person-alized English grammar check and diagnosis system for college students de-signed and implemented in this paper can help students grasp English grammatical rules better, improve their grammar test and application abili-ties and increase their interest in English learning, thus, it has a certain prac-tical value in the college English grammar teaching and learning.

scholarly journals Application of Artificial Intelligence in Autonomous English Learning among College Students

2019 ◽  
Vol 14 (06) ◽  
pp. 63
Author(s):  
Bing Han
Keyword(s):  
Artificial Intelligence ◽  
College Students ◽  
Learning System ◽  
English Learning ◽  
College English ◽  
Effective Learning ◽  
Self Evaluation ◽  
Sql Server Database ◽  
Research Findings ◽  
Application Fields

To improve the English proficiency of college students, this paper attempts to promote autonomous English learning among these students using artificial intel-ligence technology. Specifically, the principles, features and application fields of artificial intelligence were introduced in details, and the requirements, structure, database and processes of autonomous English learning systems were discussed at length. On this basis, the backpropagation (BP) neural network, a typical artifi-cial intelligence technique, was selected to design the modules of the autonomous English learning system for college students. The proposed system was then im-plemented in integrated open environment of Visual Studio, the architecture of the browser/server system and the SQL Server database on the Windows platform. The results show that the proposed system provides college students with intelli-gent and open self-evaluation tests and effective learning feedbacks. The research findings shed new light on improving the English learning of college students and reliving the pressure on college English teachers.

scholarly journals English Pedagogical Grammar: Teaching Present Perfect and Present Perfect Continuous by Deductive and Inductive Approaches

2020 ◽  
Vol 8 (3) ◽  
pp. p138
Author(s):  
Linlin Liu
Keyword(s):  
Teaching And Learning ◽  
English Learning ◽  
Past Participle ◽  
Present Perfect ◽  
Grammar Teaching ◽  
English Grammar ◽  
The Past ◽  
Irregular Verbs ◽  
Pedagogical Grammar ◽  
Research Endeavor

This research endeavor aims to present the English Pedagogical Grammar Teaching, discussing the use and form of the present perfect and present perfect continuous tenses, and the regular verbs’ past participle and irregular verbs’ past participle. The study is based on two main assumptions that cause difficulties for learners of English, namely, the forms of verbs and the difficulty of distinguishing between the present from the past simple tenses. The study discusses the use of deductive and inductive approaches in English pedagogical grammar teaching, and evaluates these approaches from A-factor and E-factor description. Overall results of the analysis show that the deductive and inductive approaches are helpful in language teaching and learning. And the forms of verbs and differences between the present and past simple tense made English learning difficult. By using appropriate teaching methods, English grammar can be taught and learned in an efficient way.

scholarly journals The Application of Computer Technology in Mongolian College English Teaching

2017 ◽  
Vol 12 (02) ◽  
pp. 52
Author(s):  
Xiaojun Zhao
Keyword(s):  
College Students ◽  
Language Learning ◽  
Cultural Development ◽  
Computer Assisted ◽  
Multimedia Technology ◽  
English Learning ◽  
College English ◽  
Learning And Teaching ◽  
Bilingual Teaching ◽  
Assisted Instruction

Based on the demand of modern teaching, this paper researches the application of and problems faced by Mongolian information processing and computer multimedia technology in computer-assisted instruction. It also sets the teaching software content and learning goal and further designs the teaching software according to the English learning features and characteristics of choosing the medium of information of Mongolian college students. This software is suitable for use in learning and teaching bilingualism second language to Mongolian students, and teachers and can realize the independent code of bilingual characters, Mongolian input and output, Mongolian character handling and bilingual inter-translation functions. Manufacture and development of bilingual teaching software facilitates the enthusiasm of Mongolian college students to learn English, improve the language learning environment and plays a positive facilitation role in multilanguage integration and cultural development of the Mongolian area.

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

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.

MOTIVATING ENGLISH LEARNING THROUGH CTL METHOD IN MAS AND MTsS HIFZHIL QUR'AN MEDAN-NORTH SUMATERA

2019 ◽  
Vol 10 (1) ◽  
pp. 1-11
Author(s):  
Zainuddin Hasibuan ◽  
Syahron Lubis ◽  
Muhizar Muchtar
Keyword(s):  
Community Service ◽  
Teaching And Learning ◽  
English Language ◽  
Field Research ◽  
English Learning ◽  
Learning Methods ◽  
English Grammar ◽  
Training Activities ◽  
Short Time ◽  
North Sumatra

In a learning course requires an appropriate method to get maximum results. Achieving goals in community service in the form of organizing English language training activities is to increase motivation or self-will, understanding and ability of students in learning a language. The purpose of this study was to find out how students' ability to learn English grammar by using the CTL method and to find out how the influence of the method on the spirit of student learning process. The type of research used to determine the results of the purpose of this study researchers used a qualitative approach in the form of field research. The conclusions obtained after the study were that: 1) Training Motivating Learning English Through Learning Methods CTL in MAS Tahfizil Qur'an and MTs Hifzhil Qur'an North Sumatra were conducted and the results were very satisfying. 2) Learning methods Contextual Teaching and Learning (CTL) that have been applied to students MAS Tahfizil Qur'an and MTs Hifzhil Qur'an of North Sumatra provide significant results where students are motivated and can follow the method so that understanding the grammar structure of sentences directly and the sentence is not immediately understood thoroughly in a relatively short time. 3) Students' ability to understand grammar after being taught using the CTL learning method increased in the percentage of 75% satisfying results in the MAS Tahfizil Qur'an and 70% satisfactory results at MTs Hifzhil Qur'an North Sumatra. 4) The enthusiasm of the students for the method they consider new is relatively new.

scholarly journals Application of Class Shift in Translation from English to Chinese

2020 ◽  
Vol 4 (4) ◽  
pp. 213-224
Author(s):  
Fali MI
Keyword(s):  
Two Dimensions ◽  
Functional Equivalence ◽  
Level Shift ◽  
English Learning ◽  
College English ◽  
English Grammar ◽  
Formal Equivalence ◽  
Chinese Study ◽  
Grammar Rules ◽  
Practical Guidelines

Translation from English to Chinese aimed to enhance students’ comprehensive language skills is one of the most widely used teaching tasks applied to college English learning classroom. However, due to lack of theoretical studies and practical guidelines, students pay too much attention to formal equivalence in the light of English grammatical rules, thus resulting in some translated sentences with strong “translationese”. Originated from translation transfer theory put forward by Catford, class shift is deeply rooted in Systemic Functional Linguistics depicting and analyzing two dimensions of level shift and category shift. The paper showcases how to translate English sentences into Chinese by relying on class shift with some classified and well sorted-out examples primarily taken from course books, attempts to render the deeper-level reasons behind the class shift, and tentatively makes analysis based on that. The paper exemplifies eight types of class shift in the process of translation from English to Chinese. Study shows that by relying on class shift, students focus more on functional equivalence rather than on formal equivalence and get rid of rigid scaffoldings involving in English grammar rules. As a result, “translationese” in the translated sentences can be effectively avoided and the target texts are more in the habit of Chinese way of expressions.

scholarly journals Implementation of E-Learning Using The Moodle (Study Of Case : STAI Tuanku Tambusai) STMIK Hang Tuah Pekanbaru

2021 ◽  
Vol 4 (3) ◽  
pp. 71-74
Author(s):  
Rika Melyanti ◽  
Anita Febriani
Keyword(s):  
High School ◽  
Online Learning ◽  
Religious Education ◽  
Computer Technology ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning System ◽  
Service Architecture ◽  
System Service ◽  
E Learning

STAI Tuanku Tambusai Pasir Pangaraian is a high school for Islamic religious education, which in the Teaching and Learning Process (PBM) is currently trying to apply the concept of blended learning by using e-learning. The purpose of this research is to build a Learning Management System (LMS) that can assist lecturers and students in conducting PBM with the help of computer technology. This is felt to have become a necessity during the pandemic and industrial revolution 4.0, STAI should have an e-larning that is able to answer challenges. The online learning system service architecture (e-learning) can be used as an appropriate design in the development of learning methods where the level of flexibility, scalability and functionality can make PBM easier to do anywhere and anytime. The designed online learning system (e-learning) at STAI Tuanku Tambusai is used by two actors, namely students and lecturers.

scholarly journals A proposal of reflection on English Grammar Teaching

2021 ◽  
Vol 4 (7) ◽  
pp. 40-52
Author(s):  
Isael Gómez López ◽  
Yoel Pérez Sánchez
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
Language Teachers ◽  
Grammar Teaching ◽  
English Only ◽  
English Grammar ◽  
Self Confidence ◽  
English Language Teachers ◽  
Relationship Of

The present work poses a reflection with the English language teachers on the importance that should be awarded to grammar in the teaching and learning of this language. Without leaving aside the integrating character promoted by the communicative approach in the treatment of the leading skills and the insertion of the students in communicative situations that enables the practice in linguistic habits formation through the development of the different components that are part of the communicative competence, the author expresses some ideas and criteria on how the professorship can teach grammar by means of the abilities to speak and write in English, and not English only through grammar.Cross grammar teaching from the leading skills-according to what is being analyzed by this author_ provides the tools and is the vehicle to carry out any communicative endeavor beyond the classroom. The author presents a system of exercises that show the transversal relationship of grammar with the leading skills. For the development of this work some methods were used such as: historic-logical, analysis-synthesis, inductive-deductive, systemic-structural-functional and the documentary revision. With the applicationof this grammatical proposal the students improved their speaking and writing skills, and their linguistic self-confidence was increased as well.

scholarly journals Application of Class Shift in Translation from English to Chinese

2020 ◽  
Author(s):  
Fali MI
Keyword(s):  
Two Dimensions ◽  
Functional Equivalence ◽  
Level Shift ◽  
English Learning ◽  
College English ◽  
English Grammar ◽  
Formal Equivalence ◽  
Chinese Study ◽  
Grammar Rules ◽  
Practical Guidelines

Translation from English to Chinese aimed to enhance students’ comprehensive language skills is one of the most widely used teaching tasks applied to college English learning classroom. However, due to lack of theoretical studies and practical guidelines, students pay too much attention to formal equivalence in the light of English grammatical rules, thus resulting in some translated sentences with strong “translationese”. Originated from translation transfer theory put forward by Catford, class shift is deeply rooted in Systemic Functional Linguistics depicting and analyzing two dimensions of level shift and category shift. The paper showcases how to translate English sentences into Chinese by relying on class shift with some classified and well sorted-out examples primarily taken from course books, attempts to render the deeper-level reasons behind the class shift, and tentatively makes analysis based on that. The paper exemplifies eight types of class shift in the process of translation from English to Chinese. Study shows that by relying on class shift, students focus more on functional equivalence rather than on formal equivalence and get rid of rigid scaffoldings involving in English grammar rules. As a result, “translationese” in the translated sentences can be effectively avoided and the target texts are more in the habit of Chinese way of expressions.

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