scholarly journals The Potential of Sentence Trees in English Grammar Teaching

2019 ◽  
Vol 12 (3) ◽  
pp. 178
Author(s):  
Danyan Huang
Keyword(s):  
Schema Theory ◽  
Tree Structure ◽  
Sentence Structure ◽  
Grammar Teaching ◽  
English Grammar ◽  
Complex Sentences ◽  
Productive Activities ◽  
Writing Students ◽  
Post Test ◽  
The Difference

This study aims to explore the potential use of sentence tree-structure in English grammar teaching in college. After combining Schema Theory and Lexical Chunk Theory, the writer proposed the sentence tree-structure tool and tried to apply it in one of her grammar classes in college. During the teaching process, students were asked to analyze long and complex sentences from IELTS reading texts and to write paragraphs and essays for IELTS writing task two topics, with the purpose of applying the new tool in productive activities. Data collection instruments include a pre-test, a post-test, questionnaires and interviews. Both quantitative and qualitative analysis of the data was employed. The difference in students’ performance in the pre-test and the post-test revealed that the majority of students showed improvement in their ability to analyze long complex sentences and there was an obvious decline in the number of sentence structure-related grammar errors in their writing. Students’ responses in questionnaires and interviews showed a growth in their study motivation and positive perceptions towards the use of this new tool in their grammar learning.

scholarly journals Image Schema-Based Instruction in English Grammar

2016 ◽  
Vol 2015 (1) ◽  
pp. 285
Author(s):  
Mayu Shintani
Keyword(s):  
Teaching Methods ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Private University ◽  
Schema Theory ◽  
Grammar Teaching ◽  
English Grammar ◽  
Image Schemas ◽  
Image Schema ◽  
Based Instruction

Cognitive linguistics has been aimed at revealing the very nature of language for the last several decades. One of the field’s most significant contributions has been the abstraction of the general patterns, or image schemas, underlying grammatical concepts. In this paper, we propose that English grammar-teaching methods adopting image schema theory offer strong benefits for language teaching. As schematic explanations given to learners are more visible and comprehensible than ordinary verbal-based ones, this method offers a clearer and more engaging way to understand the target grammar. We also present data collected from experiments conducted with more than 400 native Japanese-speaking students at one national and one private university that support the effectiveness of this method. 認知言語学は産声をあげてここ数十年の間，人間の言語の真の姿を明らかにすることに専心してきた。この学問分野がつまびらかにしてきた数々の言語現象のうち，最も有益な成果のひとつにイメージ図式理論の構築があげられる。イメージ図式とは文法および語彙構造のひな形となるものである。本論文は認知言語学のイメージ図式理論を応用した英文法教材の学習効果を一国立大学と一私立大学に学ぶ400人以上の日本人学部生を対象に行った実験結果をもとに実証的な知見から論じている。

scholarly journals A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar

2011 ◽  
Vol 4 (2) ◽  
pp. 13 ◽  
Author(s):  
Shih-Chuan Chang
Keyword(s):  
Translation Method ◽  
Teaching English ◽  
Grammar Teaching ◽  
Grammatical Competence ◽  
Contrastive Study ◽  
English Grammar ◽  
Significant Difference ◽  
Post Test ◽  
Grammar Translation Method ◽  
Communicative Approach

The Grammar Translation Method and the Communicative Approach have both played important roles in grammar teaching. Which is better, the Grammar Translation Method or the Communicative Approach? This paper aims to compare the controllability and feasibility of these two approaches and find out which one is more suitable for grammar teaching in Taiwan. Two classes were selected and taught by the Grammar Translation Method and the Communicative Approach respectively. The college admission test showed that they share a similar level of the overall English proficiency before the intervention. The pre-test demonstrated that there wasn’t any distinction between the two classes in their grammatical competence. The post-test embodied that there was significant difference in their grammatical competence between the two classes. The scores of the students in the Experimental Class were higher than that in the Control Class. The result showed that grammar teaching in the framework of the Grammar Translation Method is better than the Communicative Approach. Nevertheless, the Communicative Approach emphasizes fluency and the Grammar Translation Method is concerned with accuracy. Fluency and accuracy are the target for English learning. So the best way to improve the situation is to combine both methods in teaching English Grammar.

scholarly journals Teaching English Grammar through Animated Movies

2021 ◽  
Vol 2 (1) ◽  
pp. 77-87
Author(s):  
HAMMAD MUSHTAQ ◽  
TASKEEN ZEHRA
Keyword(s):  
Language Learning ◽  
Positive Reinforcement ◽  
Teaching English ◽  
Feature Film ◽  
Grammar Teaching ◽  
English Grammar ◽  
Video Clips ◽  
Learning Speed ◽  
Present Participle ◽  
The Difference

This study seeks to examine how various components of English grammar can be taught through animated movies. The study demonstrates the use of gerunds in a sentence or a discourse through an animated feature film Tangled. The data for this research was taken from the students of grade eight. The students were shown various video clips, comprising dialogues and songs, from the movie and asked to identify the use of gerunds. Later, the students were given various worksheets containing tasks, based on the use of gerunds in a sentence. The students remained very responsive during the whole lesson and effectively learned the use of gerunds and the difference between gerunds and the present participle. The study concluded that animated movies in grammar teaching classes can serve as a positive reinforcement tool for the language learning process as the animated movies considerably increase the learning speed and proficiency of the students.

scholarly journals A Comparative Study of the Negative Transfer of Mother Language in English Grammar Teaching

2018 ◽  
Vol 13 (3) ◽  
pp. 41
Author(s):  
CHENG Dai-hong ◽  
PAN Cui-qiong
Keyword(s):  
Negative Transfer ◽  
Chinese Students ◽  
Language Transfer ◽  
English Learning ◽  
Sentence Structure ◽  
Transfer Effects ◽  
Grammar Teaching ◽  
English Grammar ◽  
Part Of Speech ◽  
Grammar Learning

<p>It is the normal phenomenon that Chinese students’ English grammar learning may badly be influenced by mother language transfer. Especially the negative transfer must hinder the students’ progress in English learning. How to overcome the negative transfer becomes very crucial. This paper analyzes the negative transfer effects on English grammar teaching from the comparative perspectives of part of speech and sentence structure between English and Chinese, which provides enlightenment for students' English grammar learning, and also provides feasible countermeasures for teachers’ English grammar teaching in such way as to promote students' comprehensive English ability.</p>

Teaching Complex Sentences

1981 ◽  
Vol 12 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Dorothy L. Tyack
Keyword(s):  
Auditory Processing ◽  
Careful Analysis ◽  
Receptive Language ◽  
Auditory Memory ◽  
Sentence Structure ◽  
Complex Sentence ◽  
Simple Sentence ◽  
English Grammar ◽  
Post Test

This report presents a case study of a ten-year-old girl referred for language training. Diagnostic labels included "learning disabilities, especially in the area of receptive and expressive language," "poor auditory processing, " and "poor auditory memory. " Careful analysis of both expressive and receptive language revealed that this girl had mastered rules governing simple sentence structure, but her failure to acquire rules for complex sentence structure had apparently affected comprehension of classroom instruction and reading comprehension. This case study suggests that many other children, similarly labeled, may have difficulty with highly specific features of English grammar, rather than global auditory deficits. Examples of testing for specific complex sentence types, two training programs, and pre- and post-test data are included.

scholarly journals Pre-post effect sizes should be avoided in meta-analyses

2016 ◽  
Vol 26 (4) ◽  
pp. 364-368 ◽  
Author(s):  
P. Cuijpers ◽  
E. Weitz ◽  
I. A. Cristea ◽  
J. Twisk
Keyword(s):  
Comparison Group ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Behaviour Therapy ◽  
Natural Processes ◽  
Cognitive Behaviour ◽  
Post Test ◽  
The Difference ◽  
Meta Analyses ◽  
Highly Cited

AimsThe standardised mean difference (SMD) is one of the most used effect sizes to indicate the effects of treatments. It indicates the difference between a treatment and comparison group after treatment has ended, in terms of standard deviations. Some meta-analyses, including several highly cited and influential ones, use the pre-post SMD, indicating the difference between baseline and post-test within one (treatment group).MethodsIn this paper, we argue that these pre-post SMDs should be avoided in meta-analyses and we describe the arguments why pre-post SMDs can result in biased outcomes.ResultsOne important reason why pre-post SMDs should be avoided is that the scores on baseline and post-test are not independent of each other. The value for the correlation should be used in the calculation of the SMD, while this value is typically not known. We used data from an ‘individual patient data’ meta-analysis of trials comparing cognitive behaviour therapy and anti-depressive medication, to show that this problem can lead to considerable errors in the estimation of the SMDs. Another even more important reason why pre-post SMDs should be avoided in meta-analyses is that they are influenced by natural processes and characteristics of the patients and settings, and these cannot be discerned from the effects of the intervention. Between-group SMDs are much better because they control for such variables and these variables only affect the between group SMD when they are related to the effects of the intervention.ConclusionsWe conclude that pre-post SMDs should be avoided in meta-analyses as using them probably results in biased outcomes.

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

Effect of Ultrasound and Calf Stretching in relieving Gastrocnemius Tightness in subjects with Plantar Fascitis

2021 ◽  
pp. 3025-3028
Author(s):  
Sowmya M V ◽  
Nandhini S ◽  
Manigandan V
Keyword(s):  
Functional Ability ◽  
Combined Therapy ◽  
Statistical Significance ◽  
Mean Value ◽  
P Value ◽  
Functional Activities ◽  
Post Test ◽  
Foot Function ◽  
The Difference ◽  
Gastrocnemius Tightness

Objective: To evaluate the efficacy of ultrasound and calf stretching in subjects with gastrocnemius tightness in plantar fascitis to reduce pain and improve functional ability. Method: 30 patients with plantar fascitis selected from Saveetha college of physiotherapy and rehabilitation center (SPARC) based on inclusion and exclusion criteria. The patients were treated with ultrasound therapy and calf stretching. The pre and post test values of pain and functional ability was be calculated using Silfverskiold test and Foot Function Index as an outcome measure. Results: The mean value and standard errors were calculated for different variables and the difference in mean value was tested for statistical significance using paired t test. P value of <0.0001 was considered as statistically significant. Conclusion: From the statistical analysis and graphical interpretation the final derived results concluded that combined therapy of ultrasound and calf stretching is found to be effective in relieving gastrocnemius tightness in patient suffering with plantar fascitis and it can be used to improve the functional activities.

scholarly journals The Effectiveness of the Use of Animation in Arabic Language Learning

2017 ◽  
Vol 13 (10) ◽  
pp. 124 ◽  
Author(s):  
Norhayati Che Hat ◽  
Mohd Fauzi Abdul Hamid ◽  
Shaferul Hafes Sha'ari ◽  
Safawati Basirah Zaid
Keyword(s):  
Student Achievement ◽  
Language Learning ◽  
Language Teaching ◽  
Arabic Language ◽  
Control Group ◽  
Teaching Aid ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

Implementation of animation as an Arabic language teaching aid is an innovation in creating an atmosphere that can influence student achievement. This study aimed to identify the effectiveness of the use of animation in Arabic language teaching and learning among diploma students at Universiti Sultan Zainal Abidin (UniSZA), Terengganu, Malaysia. A total of 66 diploma students were randomly selected and divided into experimental group (n = 33) and control group (n = 33). The results obtained from the data collected from pre-and post-test for each group were analyzed using t-test in SPSS version 17.0. The results showed a significant difference of (t = 8789, df = 64, p <0.05) between the achievement of the experimental group and the control group in the post test. The difference in mean score of the experimental group and the control group was 33.03. This shows that there is significant improvement in Arabic language according to the groups. The difference prove that the use of animation in learning sessions contribute to the achievement of students in the Arabic language. This study advocate the idea that animation applications can be integrated as part of language teaching aid to positively improve student achievement, classroom learning environment and student motivation. 

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners&rsquo; grammar and to examine students&rsquo; perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students&rsquo; understanding and usage of English grammar. Students&rsquo; perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research.&nbsp;

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