scholarly journals A Research Investigation of Contextualized Grammar Instruction from the Perspective of English Language Lecturers and Students at Al-Imam Mohammad Ibn Saud Islamic University

2020 ◽  
Vol 10 (5) ◽  
pp. 162
Author(s):  
Ahmad Alkhawaldeh
Keyword(s):  
University Students ◽  
English Language ◽  
Grammar Instruction ◽  
Significant Issue ◽  
Explicit Grammar ◽  
Implicit And Explicit ◽  
University Lecturers ◽  
Explicit Grammar Instruction

This study investigated implicit versus explicit EFL grammar instruction by surveying the beliefs of university lecturers and students at the College of Languages and Translation at Al-Imam Mohammad Ibn Saud Islamic University/KSA regarding this significant issue. Many university lecturers who responded to the questionnaire instrument in the present study supported contextualized (implicit) grammar instruction. Likewise, open-ended questionnaire responses provided by a number of university students, at the above college, revealed that several students favored contextualized grammar instruction while explicit/conscious grammar instruction was the choice of a few of them. Meanwhile, a few students favored a combination of implicit and explicit grammar instruction. In light of the above findings, the author recommends the adoption of contextualized grammar instruction with appropriate attention be given to explicit grammar instruction.

Grammar Instruction For Grammatical Competence

2017 ◽  
Vol 1 (1) ◽  
pp. 43
Author(s):  
Swee Ai Teoh
Keyword(s):  
Grammar Instruction ◽  
Grammatical Competence ◽  
Literature Reviews ◽  
Post Test ◽  
Explicit Grammar ◽  
Explicit Grammar Instruction

This paper is based on a study which investigated the effectiveness of explicit grammar instruction. The instruction was set in the context of teaching students to writeliterature reviews. A pre-test and a post-test were carried out to ascertain whether there was improvement in the students’ command of verb tenses after a lesson where the students were given instruction on the different tenses that are used in literature reviews. The findings of this study lead to the conclusion that explicit grammar instruction is most effective for students who are least grammatically competent.

scholarly journals The Use of Modal Auxiliary Verbs among Selected Pre-Service Students at A South African Rural University

2021 ◽  
Vol 11 (2) ◽  
pp. 67
Author(s):  
Monica Dudu Luvuno ◽  
Oluwatoyin Ayodele Ajani
Keyword(s):  
Student Teachers ◽  
Control Group ◽  
Grammar Instruction ◽  
Auxiliary Verbs ◽  
Explicit Grammar ◽  
Faculty Of Education ◽  
The University ◽  
Explicit Grammar Instruction ◽  
And Control ◽  
Experimental Group

This study was conducted at a university based in KwaZulu-Natal, South Africa. The purpose of the study was to determine if the explicit instruction of selected grammar aspect, modal auxiliary verbs, improved students’ ability to write English. The study was qualitative in nature and a case study design was adopted. The focus was in relation to a sample of 80 student teachers who were randomly selected in 2016 in the Faculty of Education. 40 participants were randomly assigned into experimental and control groups. For the experimental group, training lasted six weeks. Both groups were made to write similar essays and those essays were marked focusing on the students’ ability to use modal auxiliary verbs. The study’s findings revealed that the experimental group performed better than those in the control group in the use of modal auxiliary verbs. Based on the findings, the study recommended explicit grammar instruction in all the students’ level of study in order to overcome the challenges they have in writing English. Thus, time should be created to ascertain that adequate explicit grammar lessons are offered to all pre-service teachers at the university.

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