scholarly journals EFL Students’ Beliefs about How They Learn Grammar Best

2020 ◽  
Vol 13 (10) ◽  
pp. 158
Author(s):  
Aysegul Daloglu
Keyword(s):  
Undergraduate Students ◽  
Vital Role ◽  
Grammar Instruction ◽  
Focus On Form ◽  
Implicit Instruction ◽  
Instructional Process ◽  
Learner Beliefs ◽  
Method Of Instruction ◽  
Preparatory Year ◽  
Focus On Forms

Learner beliefs about how they learn a language best play a vital role in the instructional process and the role of grammar instruction has been a much-debated topic in the research and practice of EFL instruction. This study explores learner beliefs about how they best learn grammar focusing on four construct pairs: meaning-focused versus form-focused instruction, focus on form versus focus on forms, explicit versus implicit instruction, and inductive versus deductive grammar instruction. Data were collected through a survey from 927 preparatory year and undergraduate students at an English-medium university in an English as a foreign language (EFL) setting. Results showed that regardless of year of study, students showed a preference for having grammar included as part of their lessons and course books, and although focus on form was reported to be the least preferred method of instruction, when given a choice between implicit versus explicit grammar instruction, all groups preferred explicit instruction.

scholarly journals Task-based Learning Applied: Satisfactory Grammar Coverage

2018 ◽  
Vol 1 (1) ◽  
pp. 68
Author(s):  
Mehran Esfandiari
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Learning Task ◽  
Communicative Language Teaching ◽  
Central Position ◽  
Teaching Methodology ◽  
Grammar Instruction ◽  
Focus On Form ◽  
Traditional Approaches ◽  
Focus On Forms

Not only did the emergence of the idea of communicative competence result in grammar instruction being moved from its central position in traditional approaches, but it also helped to pave the way for the adoption of Communicative Language Teaching (CLT). As a tenet of language teaching methodology, the belief that languages are acquired through communication has appeared to be central to the development of task-based approaches to language teaching. Built upon the idea of learner-centeredness and CLT models of language learning, task-based learning (TBL) comes into play and encourages language learning through authentic acts of communication, interaction, and negotiation of meaning. With its main focus on fluency rather than accuracy, TBL has been criticized for inadequate grammar coverage. By drawing a distinction between a task and a grammar exercise and between focus on form and focus on forms, this paper argues that there are enough opportunities for satisfactory grammar coverage throughout a TBL lesson.

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

scholarly journals English as a Foreign Language (EFL) Learners’ Perceptions on the Effectiveness of the Internet to Enhance their Learning

2020 ◽  
Vol 8 (3) ◽  
pp. 25
Author(s):  
Ziad Abdulrahman Al-Muwallad
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Vital Role ◽  
Language Teachers ◽  
The Internet ◽  
King Saud University ◽  
Learning And Teaching ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Preparatory Year

This study attempted to investigate the vital role of the internet in enhancing the learning of reading. In addition, the study aimed to measure the students’ attitudes towards the internet and to identify to what extent the internet was employed in their reading classes. Moreover, the study aimed to explore the challenges that they encountered while using the internet in their learning of reading. In order to achieve these goals, the researcher used the descriptive analytical approach and used the questionnaire as the main data collection tool. The study sample comprised 50 Saudi EFL male students in the preparatory year at King Saud University in Saudi Arabia. The findings of the study showed that students perceived that the internet is important in the process of reading comprehension learning and teaching with positive attitudes towards the internet. Results showed that the top challenges of using of the internet for reading learning/teaching are lack of students’ knowledge to know what to read on the internet, the short time of the class, and the students’ lack of the skills and knowledge to use the internet for academic purposes. Furthermore, the results showed that the students mostly used the internet for playing games, social networking, and learning vocabulary. It is recommended that English language teachers should be encouraged to use the internet in their language classes as it is valuable for their students to enhance their reading comprehension skills.

scholarly journals PEMBELAJARAN KAIDAH BAHASA INDONESIA DAN KETERAMPILAN BERBAHASA SECARA TERPADU DENGAN PENDEKATAN FOCUS ON FORM PADA SISWA SEKOLAH MENENGAH PERTAMA

LITERA ◽  
2014 ◽  
Vol 13 (1) ◽  
Author(s):  
Sumarwati Sumarwati ◽  
Atikah Anindyarini ◽  
Amir Fuady
Keyword(s):  
Text Comprehension ◽  
Teaching And Learning ◽  
Teaching Model ◽  
Research Subjects ◽  
Focus On Form ◽  
Instructional Process ◽  
Grammar Teaching ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Teaching Grammar

This study aims to: (1) map the students’ needs to enhance their understanding of grammar (2) map the teachers’ needs to overcome students’ low understanding of grammar, and (3) design a grammar teaching model. This was a research and development study. The research subjects were Grade VIII students of twelve junior high schools. Theresults indicate that (1) the majority of students say that it is necessary to have more intensive teaching and learning of Indonesian grammar; (2) they state that it is necessary to learn all the components of grammar more intensively; (3) all teachers do not deliver the knowledge about grammar beyond the competency standard; (4) the main problemsthat teachers experience in teaching grammar through an integration of all language skills are materials preparation, strategy selection, and assessment; and (5) the teaching model to implement “focus on form” includes instructional process, interactive feedback, text comprehension enhancement, task-based instruction, collaborative tasks, and discoursebased approach.

scholarly journals Syllabification of English Words by Pashto Speakers

2020 ◽  
Vol V (I) ◽  
pp. 18-28
Author(s):  
Shahabullah ◽  
Ghani Rahman ◽  
Arshad Ali Khan
Keyword(s):  
Undergraduate Students ◽  
Syllable Structure ◽  
Vital Role ◽  
Consonant Clusters ◽  
Proper Training

Syllabification of words plays a vital role in learning native like pronunciation. The present study tried to explore the syllabification of English words by Pashto speakers. The study aimed to put light on the problematic areas for Pashto speakers in terms of syllabification of English words. The data was collected from twenty undergraduate students and analyzed with reliable scientific tools. The analyzed data proved that English words having triphthongs were problematic for Pashto speakers. In addition to it, words having syllabic consonants were also problematic for Pashto speakers. Furthermore, words containing x in spelling also proved to be problematic for Pashto speakers. English words having the syllable structure CVC.VC were incorrectly syllabified CV.CVC. Pashto speakers faced problems in the identification of syllable boundaries in words where consonant clusters are used. The study recommends that Pashto speakers need proper training for learning correct syllabification of English words.

Coping strategies in oral academic presentations of international undergraduate students in a Philippine university: a small-case study

2021 ◽  
Vol 11 (1) ◽  
pp. 93-113
Author(s):  
Ephraim Viernes Domingo
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Language Socialization ◽  
Vital Role ◽  
Academic Socialization ◽  
Structured Interviews ◽  
Education Students ◽  
Academic Task ◽  
Different Levels

Abstract Higher education students are increasingly becoming aware of the importance of being successful in oral academic presentations (OAP) in their academic endeavors. For English as a second language students in English-medium institutions, it also provides them with opportunities for language socialization. However, succeeding in the delivery of an OAP comes with various challenges emerging from linguistic and psychological factors. This small-case study explores OAPs as an oral academic socialization activity by documenting the strategies that 13 international undergraduate students in a large private Philippine university use to cope with the difficulties facing them in preparing and presenting an OAP. Using language socialization as the theoretical framework and semi-structured interviews to gather data, it identifies and explains eight personal strategies (six still employed and two no longer used) and discusses various factors that play a vital role in applying these strategies. The three most commonly used strategies are adopted to ensure a successful and acceptable OAP, typically a graded task. The two least frequently used ones are yet to be employed successfully. In applying these strategies, students not only perform the required academic task but are also engaged in different levels and frequencies of language socialization before and during the delivery of an OAP. Pedagogical implications in the use of OAPs as an academic task for language socialization in higher education are also discussed.

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