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.

Continuity and development in the acquisition of inversion in yes/no questions: dissociating movement and inflection

2002 ◽  
Vol 29 (4) ◽  
pp. 813-842 ◽  
Author(s):  
LYNN SANTELMANN ◽  
STEPHANIE BERK ◽  
JENNIFER AUSTIN ◽  
SHAMITHA SOMASHEKAR ◽  
BARBARA LUST
Keyword(s):  
Experimental Study ◽  
Universal Grammar ◽  
Sentence Production ◽  
Elicited Imitation ◽  
Specific Knowledge ◽  
Grammatical Competence ◽  
English Grammar ◽  
Significant Difference ◽  
Valid Test ◽  
Question Formation

This paper examines two- to five-year-old children's knowledge of inversion in English yes/no questions through a new experimental study. It challenges the view that the syntax for inversion develops slowly in child English and tests the hypothesis that grammatical competence for inversion is present from the earliest testable ages of the child's sentence production. The experimental design is based on the premise that a valid test of this hypothesis must dissociate from inversion various language-specific aspects of English grammar, including its inflectional system. An elicited imitation method was used to test parallel, lexically-matched declarative and question structures across several different verb types in a design which dissociated subject-auxiliary inversion from the English-specific realization of the inflectional/auxiliary system. Using this design, the results showed no significant difference in amount or type of children's errors between declarative (non-inverted) and question (inverted) sentences with modals or auxiliary be, but a significant difference for sentences with main verbs (requiring reconstruction of inflection through do-support) and copula be. The results from sentences with auxiliary be and those with modals indicate that knowledge of inversion is present throughout our very young sample and does not develop during this time. We argue that these results indicate that the grammar of inversion is present from the youngest ages tested. Our results also provide evidence of development relevant to the English-specific inflectional system. We conclude with a new developmental hypothesis: development in question formation occurs in integrating language-specific knowledge related to inflection with the principles of Universal Grammar which allow grammatical inversion.

scholarly journals Creating an English Computer Game as an Interactive Material in Teaching English to Young Learner (TEYL)

2016 ◽  
Vol 9 (2) ◽  
pp. 137
Author(s):  
Aprilian Ria Adisti
Keyword(s):  
Lesson Plan ◽  
Computer Game ◽  
Field Testing ◽  
First Grade ◽  
Teaching English ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Young Learner ◽  
Learning English

This study aims at explaining the interactive materials that were needed in Teaching English to Young Learner, creating an English computer game into an interactive material, and examining the effective of the implementation of an English computer game as an interactive material in Teaching English to Young Learner to the first-grade students of elementary school. The study used Research and Development (R&D) adapted from Hutchinson and Water (1987:53-56) and by Borg and Gall (1985). The study had seven stages, they were: (1) conducting a need analysis of the first-grade students, (2) writing the course grid such as lesson plan and map of interactive material, (3) developing preliminary form of English computer game, (4) preliminary field testing by English teacher, English learning expert, and ICT learning expert, (5) revising the English computer game, (6) trying out, and (7) writing the final draft of the use of English computer game for Teaching English to Young Learners. The result of the study showed that students got better achievement in learning English. It could be seen from the result between pre-test and post-test using t-test formula. The result showed t value > t table; 7.165 > 2.021, it meant that there was a significant difference between pre-test and post-test. The post-test was higher that pre-test. The mean of pre-test was 65.2 while the mean of post-test was 87.44. It was also strengthened by the result of the interview which concluded that students liked learning English through this interactive material. 

scholarly journals A Reflection of English Teaching

MANUSYA ◽  
2004 ◽  
Vol 7 (3) ◽  
pp. 1-5 ◽  
Author(s):  
Kanchana Prapphal
Keyword(s):  
Structural Approach ◽  
Target Language ◽  
Translation Method ◽  
English Teaching ◽  
Grammar Translation Method ◽  
Communicative Approach

From the Grammar-Translation Method, the Structural Approach to the Communicative Approach, we have gained insights into how to assist our students to acquire and use the target language. It might be concluded from these approaches that "There is no intellectual growth without some reconstruction, some reworking" (Dewey 1938: 64).

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 DEVELOPING VOCABULARY MASTERY THROUGH WORD ASSOCIATION BY THE SECOND YEAR STUDENTS OF SMP MUHAMMADIYAH AL AMIN SORONG

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
IBRAHIM IBRAHIM
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Word Association ◽  
T Test ◽  
Teaching English ◽  
Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Vocabulary Word ◽  
Second Year

This research was conducted with the aim of proving that teaching English through word association can develop the vocabulary of the second year students of SMP Muhammadiyah Al Amin Sorong. The sample of the research was 31 students in VIII A class at SMP Muhammadiyah Al Amin Sorong. In collecting the data he used tests (Pre-test and Post-test). The research applied pre-test and post-test one group design. The instrument of data collection was a test. The data analyzed statistically. The result of the data analysis has shown that there was a significant difference between the results of pre-test and post-test. It was proved through the testing hypothesis, i.e. applying 0.05 level significance with 30 (31-1) the degree of freedom (df), the researcher found that t-test (7.3) was greater than the value of the t-table (1.697). In conclusion, the word association was effective to be used in teaching English Vocabulary. Keywords: Developing, Developing Vocabulary, Word Association

scholarly journals The Effectiveness of Ice Breaking to Increase Students’ Motivation in Learning English

2021 ◽  
Vol 3 (1) ◽  
pp. 31-38
Author(s):  
Mohammad Sofyan Adi ◽  
Riska Ayu Susanti ◽  
Qomariatul Jannah
Keyword(s):  
Data Analysis ◽  
Experimental Design ◽  
Learning Process ◽  
First Grade ◽  
English Learning ◽  
Teaching English ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

This study was generally attempted to find the effect of ice breaking to increase students' motivation in English learning at the first grade of SMP Nurul Jadid.  This research used pre-experimental design by using one shot case study pre-test and post-test. Before the treatment, the researcher gave the pre-test in one class. Moreover, the researcher taught English by using ice breaking in the experimental class. The last, the researcher conducted the post-test to know whether an ice breaking was effective for teaching English in experimental class. Based on the data analysis, the data t-test (2.77) was higher than t-table value (2.042). The result analyzing showed that there was significant difference on the students’ motivation taught by using ice breaker. The students’ mean score of the pre-test of the experiment class was 60. Then, in the post-test, the mean score of experiment class was 66.1. Therefore, hypothesis H0 was rejected and H1 was accepted. It concluded that ice breaking was effective in teaching English learning toward the students’ motivation for the first grade of SMP Nurul Jadid. Thus, this research make students be enjoy, be active, energize, feeling happiness, interactive in the classroom, stay in the class during learning process, and focus on the material.

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