scholarly journals Grammar teaching of EFL learners in context and through discourse approach

2020 ◽  
pp. 244-252
Author(s):  
Saltanat Akimovna Meiramova
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Efl Learners ◽  
Grammar Teaching ◽  
Research On Teaching ◽  
Teaching Grammar ◽  
Meaningful Interaction ◽  
Contextual Meaning ◽  
Comprehensive Study ◽  
Discursive Approach

In this article, the author analyses the teaching of grammar to students as a foreign language in the context and with a discursive approach. The author argues that this approach is a very important and necessary part of the process of understanding and perception, since the contextual meaning of a sentence tends to include much more than the literal meaning of the sentence. Therefore, a comprehensive study of this issue will help teachers improve grammar teaching methods in context and through a discursive approach. Moreover, scientists tend to side with the language socialization hypothesis and hold that grammar in a first or second language is acquired through the learner’s repeated and meaningful experience with contextualized discourse, in which grammar is a structural resource that may or may not get explicitly analyzed by the learner as she or he observes and/or engages in meaningful interaction. In this regard, the author has made thorough research on teaching grammar as a foreign language and aims to address practical teaching issues and to help teachers find the possible ways to benefit students.

scholarly journals Teaching Grammar: Professional Needs of Saudi EFL Instructors

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.

Content of teaching students of linguistic university grammar on the basis of Internet projects

2019 ◽  
pp. 34-42
Author(s):  
Elina Yuzbasheva
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Social Order ◽  
Communication Technologies ◽  
Educational Process ◽  
Foreign Languages ◽  
Grammar Teaching ◽  
Grammatical Skills ◽  
Information And Communication ◽  
Teaching Grammar

Content of teaching foreign languages undergoes inevitable changes in connection with introduction of information and communication technologies. Education as an integral part of life of society has to match the criteria providing high-quality teaching process, at the same time the project method allows to execute the social order of society in more practice oriented approach to teaching. The place of grammar studying in the course of teaching foreign languages was not al-ways unambiguous: there were cases when it was under or overestimated in educational process. However, it is worth mentioning that without well formed grammatical skills of foreign language communication any of the most modern information and communication technologies are not capable to yield qualitative result. We consider a problem of adequate use of Internet projects for university students’ grammatical skills formation as well as an issue of the corresponding content of teaching grammar. Teaching foreign language to students of both linguistic university and other higher educational institutes is directed to formation of all components of foreign language com-municative competence. Project activity, as well as based on it educational Internet projects allow to bring this process of teaching to higher qualitative level. We carry out and develop: a) the analysis of the scientific works devoted to the concept “grammar” and its role in the history; b) the analysis of the researches devoted to selection of subject contents for grammatical skills formation of the students’ speech; c) the author’s subject contents of teaching grammar students of linguistic universities on the basis of implementation of foreign language Internet projects.

scholarly journals The Effect of Grammar Teaching Methods on Students’ Writing Skill

IJOHMN ◽  
2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Fadiel Mohammed Musa
Keyword(s):  
Teaching Methods ◽  
English Learners ◽  
Statistical Difference ◽  
T Test ◽  
Control Group ◽  
P Value ◽  
Grammar Teaching ◽  
Writing Skill ◽  
And Control ◽  
Teaching Grammar

This study investigates the effect of grammar teaching methods on students’ writing skill in secondary level. The study was based on action research, carried out in the academic year 2017 in one of Sudanese secondary schools. The participants were in second year. They studied English for the same number of years (6 years).The study followed two different methods of grammar teaching: 1) grammar in 'context' and 2) in 'isolation' to assess which method is more beneficial for English learners to write grammatical error-free composition. Students were divided into two groups: control and experimental groups.For the purpose of high measurement, participants in the two groups sat for apre English test on writing. The results showed that P-value of T-test (0.567) was greater than significant level (0.05) which means there was no statistical difference between experimental and control groups in the pre-test. Then the experiment was run; teaching the two groups using different methods.The control group was taught grammarin isolation method; where experimental group was taught grammar in context.Instructions lasted for two months and the two groups had the same writing test. The results indicated that P-value of T-test (0.000) was less than significant level (0.05) which means there was statistical difference between experimental and control in post-test. Finding showed that: teaching grammar ‘in context’ helps students to produce better writing than teaching grammar ‘in isolation’.

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

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.

scholarly journals The Impact of Different Teaching Strategies on Teaching Grammar to College Students

2018 ◽  
Vol 8 (3) ◽  
pp. 340
Author(s):  
Ali Hashemi ◽  
Samran Daneshfar
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Law Students ◽  
Accounting Students ◽  
Grammar Instruction ◽  
Teaching Techniques ◽  
Grammar Teaching ◽  
Grammar Knowledge ◽  
Teaching Grammar ◽  
The Impact

Grammar is considered critical to the ability to use language. Grammar teaching is an issue that provokes strong feelings and attitudes. Grammar teaching is particularly prominent in English as a foreign language (EFL) settings as it is perceived that without a good grammar knowledge, language development will be seriously inhibited. In the current study, we used three grammar instruction techniques including “the Deductive Technique”, “the Inductive Technique”, and “the Implicit Technique”. 80 college students, studying different fields in Abbar, Zanjan, participated in the study. They were assigned to three experimental groups for each of the three teaching techniques. The Deductive group consisted of 31 law students, both boys and girls, the Inductive group comprised 27 boy and girl accounting students, and there were 28 IT students in the Implicit group. The results of data analysis indicated that these groups performed differentially in certain respect. Meanwhile, the Inductive group exceeded the other groups in their performance.

scholarly journals Grammar Teaching: A Case Study of a Pakistani School in Sultanate of Oman

2021 ◽  
Author(s):  
Saadia Mesti
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Essential Element ◽  
Material Design ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
Teacher Training Programs ◽  
Effective Teaching And Learning

Grammar constitutes an essential element in the learning and teaching of any language. English as a foreign language is being taught in Pakistani government-run schools and in non-elitist private schools. The focal question in this paper centers on the several implications of the teaching process of grammatical concepts. The main aim of this research study is to find out the methods adopted in the teaching of grammar and whether these methods are updated with recent methods recommended in recent research on effective teaching and learning. The content analysis of books and review of teaching methods are used as methodological tools. The results suggest that the grammar teaching methods are outdated, the text material contains misleading explanations, and lack understanding of descriptive linguistic concepts on grammar. The core recommendation is that the grammar teaching methods and text material in question should be reviewed and updated with a more up-to-date material. The significance of the study lies in the fact that it will shade light on the teaching practices of grammar and review updated research on the teaching of grammar, which need consideration in teacher training programs and study material design.

EFL Learners` Beliefs about Isolated and Integrated Grammar Teaching and Performance on a Grammar Recognition Test

2015 ◽  
Vol 7 (6) ◽  
pp. 108
Author(s):  
Sediqe Ebrahimi ◽  
Hossein Saadabadi Motlagh ◽  
Fatemeh Karampour
Keyword(s):  
Recognition Test ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Grammar Instruction ◽  
Focus On Form ◽  
Efl Learners ◽  
Grammar Teaching ◽  
And Performance ◽  
Grammar Tests ◽  
Teaching Grammar

<p>Approaches to teaching grammar have changed dramatically since the 1970s when communicative language teaching was proposed. An increasing number of studies have investigated the adequacy of this kind of grammar instruction. Yet, few studies have been done to look at the preferences that learners have for these methods of focus-on-form instruction and its relationship with their performance on grammar tests. The purpose of the present study is to explore Iranian EFL learners` attitudes and preferences for isolated and integrated focus-on-form and their performance on a grammar recognition test. Participants were learners studying English in a private language teaching institute. They were requested to complete the questionnaire of the isolated and integrated focus on form and answer a TOEFL grammar recognition test. The analysis of findings using descriptive statistics and T-test showed that learners did not have clear preferences for different types of focus on form and that learners` attitude towards isolated and integrated focus on form was not related to their performance. students' The findings can provide useful information for teachers and instructors learners` preferences for different approaches.</p>

scholarly journals TEACHING GRAMMAR THROUGH TASK-BASED LANGUAGE TEACHING

Diacrítica ◽  
2019 ◽  
Vol 32 (2) ◽  
pp. 18
Author(s):  
Catarina Castro
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Teaching ◽  
Current Evidence ◽  
Evidence Based ◽  
Focus On Form ◽  
Grammar Teaching ◽  
Explicit Teaching ◽  
Teaching Grammar

Although it is not a central aspect, grammar teaching - that is, the use of specific tasks and/or other types of strategies to draw students’ attention to certain linguistic aspects while maintaining a predominant focus on meaning – plays an important role in Task-Based Language Teaching (TBLT), so it is incorrect to claim otherwise. However, it is also true that TBLT avoids explicit teaching of predetermined linguistic items, as in more traditional methods, since it is not considered compatible with the process of second language acquisition, in light of current evidence. Based on the concept of focus on form, the present article aims to exemplify how TBLT can integrate grammar and promote the attention of students of Portuguese as a Foreign Language to structures and linguistic aspects, by using focused tasks and methodological strategies.

scholarly journals ENGLISH AS A FOREIGN LANGUAGE TEACHERS' BELIEFS ABOUT GRAMMAR TEACHING IN CLASSROOM

2020 ◽  
Vol 1 (1) ◽  
pp. 12-24
Author(s):  
Ananda Fitriyani ◽  
Silih Warni ◽  
Nita Kaniadewi
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Implicit Instruction ◽  
English As Foreign Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Teaching Grammar

This study investigated English as a Foreign Language teachers’ beliefs toward grammar teaching in the classroom. This research paper aimed to explore EFL teachers’ belief about grammar teaching and the factors influencing teachers in shaping their beliefs on grammar teaching. A qualitative study using a semi-structured interview with eight English as foreign language teachers of secondary schools in East Jakarta has been conducted. The result revealed that most teachers believed that grammar was essential. Explicit grammar teaching was also believed to be more effective to be implemented in teaching grammar, yet teachers still used both explicit and implicit instructions. Nonetheless, some teachers believed that implicit instruction that was suggested in the 2013 Curriculum was less effective due to the limited time of English learning in classroom practice. The factors shaping the teachers’ beliefs involved the student factor and the teacher factors which included teachers’ prior education and personal experiences. This research was expected to improve the teaching of grammar practices and suggest an effective approach to be implemented in teaching grammar in EFL context for teachers in classroom.

scholarly journals Teaching Grammar: Degrees of Adjective Comparisons in Secondary School of Indonesian Context

2019 ◽  
Vol 1 (1) ◽  
pp. 41-49
Author(s):  
Muflihun Muflihun
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
Research Findings ◽  
Teaching Grammar

This article explores the teaching grammar in secondary school in Indonesian context, the writer noticed that most of the students were struggling to clearly understand and unable to use comparison of adjective. Therefore, the writer would clearly explain those problems supported by research findings from previous studies. There are several activities to be used in teaching grammar, which surely could also be adapted to teaching adjective comparisons. However, in this essay, the writer would only address two common activities; namely grammar games and discovering grammar. It can be concluded that teaching grammar to some extent would not be complicated if it is delivered though appropriate teaching methods and deeply understand students’ problems. Numerous engaging activities to teach grammar is available and this would shift our common paradigm of seeing learning and teaching grammar as a passive and ‘old’ fashioned thing to more communicative grammar teaching and learning.

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