EFFECTIVENESS OF OBSERVE AND RELATE SELF - APPROACH (ORSA) IN ENHANCING THE GRAMMATICAL COMPETENCE: A

The study determined the effectiveness of Observation Response and Self-Approach (ORSA) in improving the grammatical competence of Grade 7 learners of Looc Integrated School. This study used the quasi- experimental design and pretest/ posttest questionnaire. ORSA was used as an approach to teach students grammar including WH questions, verb, and prepositions. This was limited to selected Grade 7 students with the lowest grammatical competence. The ORSA study was taken from the name of the author itself, a new way to assess students through positive assessments that explores the learner’s innate talents and skills and to reassure and to encourage the development of strength in students. It is also centered on the pedagogical approaches and emphasizes the use of positive assessment as to its unique feature in evaluating students’ performance utilizing non-threatening assessments that motivated the students to develop self-efficacy and eventually become an independent learner whose competencies acquired are internationally aligned and acceptable even during this new normal in the time of pandemic. The idea of ORSA can be anchored on Locke’s idea of reflection. Before applying the approaches, students got lower scores. After being exposed to the approaches, their mean scores increased. It can be implied that through the use of ORSA, the students think and question that they have learned through the persuasion of the teacher, they believed in themselves and in what they have learned. ORSA and K to 12, the two groups of student-participants have different levels of grammatical competence. As observed in the obtained means, students exposed to ORSA achieved higher grammatical competence as compared to students exposed to K to 12 teaching approach. This connotes that ORSA is proven effective in enhancing the grammatical competence of the students

Problem of Competence Approach Realization during the Process of Students’ Language Training at Secondary Schools

In the article the author investigates the problems of forming of communicative competence in secondary schools. The concept of communicative approach is analyzed in the scientific literature, defined the importance of communicative competence of pupils of secondary schools, focuses on issues of competence of language education, including pupils’ poor motivation training . The author analyzes the process of formation of communicative competence in the context of the current Ukrainian language policy, focuses on the communicative approach as one of the priority and emphasizes the importance of the relationship between school language education and real needs of our society. The author notes that modern communicative focus of the educational process in educational institutions will create opportunities to realize value, development and educational aspects of the Ukrainian language as a school subject. In modern teaching methodology the implementation of communicative approach ensures the creation of a special space for child’s training; in which any pupil choose his own way of activity. Linguistic competence is a broad term which includes linguistic or grammatical competence, sociolinguistic or socio-cultural competence. Linguistic and communicative competence must combine to produce, general, overall, language proficiency which can be referred to as integration Although language competence does not determine the success of communication, but creates the conditions for participation in the communication process, which affect both extralinguistic (psychological, social, national, history, age, etc.) and intralinguistic (complexity of the language system) factors.

Introducing ‘Pragmatic Intelligence’ as a Prerequisite for Pragmatic Competence in Communication

There have been various approaches to the definition of the elusive term ‘intelligence’ from the perspectives of psychologists, computer language experts, natural scientists, linguists, philosophers, and others. However, no unanimous definition has so far been made for the term. On the contrary, new readings and understandings arise as the outcome of theoretical and experimental studies. This paper is an attempt to introduce the term ‘pragmatic intelligence’ as a prerequisite and a basic requirement for pragmatic competence to avoid pragmatic failure and secure a felicitous communication among interlocutors. The paper hypothesizes that ‘pragmatic intelligence’ is a prerequisite for ‘pragmatic competence’. In order to verify the hypothesis, the researcher theoretically analyzed the necessity of associating pragmatic competence with a mother concept of the same origin rather than connecting it to either Chomsky’s grammatical competence or Hymes’ communicative competence. The paper concluded that ‘pragmatic intelligence’ encompasses innate factors that human beings are born with, which could be shaped in the form of pragmatic competence depending on the quantity and quality of the obtained knowledge. Nonetheless, the paper also proposes for researchers to study the universal characteristics of ‘pragmatic intelligence’ and its pedagogical implications on first and second language acquisition

The Place and Role of the Formation of Grammatical Competence in Foreign Language Teaching

Research relevance in this article examines the place and role of grammatical competence formation in foreign language teaching. Research purpose: providing information on cognitive, operational, motivational and reflexive criteria, which are indicators of the final completeness of grammatical competence. Research methods and materials: studies of the concepts of ‘competence’ and ‘competence’ are described on the basis of numerous opinions of scientists, educators and psychologists. Research results: with the acquisition of linguistic competence, the graduate acquires knowledge of the norms and rules that reflect the individual and general laws in the language. Conclusions: students majoring in philology or pedagogy, as future teachers, should be able to study the culture of other nations through a foreign language, as well as through analysis, synthesis, comparison, oral, written speech, dialogue, monologue.

What the analytic versus holistic scoring of international teaching assistants can reveal: Lexical grammar matters

Second-language (L2) testing researchers have explored the relationship between speakers’ overall speaking ability, reflected by holistic scores, and the speakers’ performance on speaking subcomponents, reflected by analytic scores (e.g., McNamara, 1990; Sato, 2011). These research studies have advanced applied linguists’ understanding of how raters view the components of effective speaking skills, but the authors of the studies either used analytic composite scores, instead of true holistic ratings, or ran regression analyses with highly correlated subscores, which is problematic. To address these issues, 10 experienced ITA raters rated the speaking of 127 international teaching assistant (ITA) candidates using a four-component analytic rubric. In addition, holistic ratings were provided for the 127 test takers from a separate (earlier) scoring by two experienced ITA raters. The two types of scores differentiated examinees in similar ways. The variability observed in students’ holistic scores was reflected in their analytic scores. However, among the four analytic subscales, examinees’ scores on Lexical and Grammatical Competence had the greatest differentiating power. Its scores indicated with a high level of accuracy who passed the test and who did not. The paper discusses the components contributing to ITAs’ L2 oral speaking proficiency, and reviews pedagogical implications.

Mini Texts: A Fusion of Grammar, Communication and Vocabulary Development in CLT (Communicative Language Teaching)

Rich and adequate input is the first and foremost condition for perfect language learning, other important things come later in order to achieve the goal of developing communicative competence in a language learning process in an EFL or ESL setting. In this context, Communicative Language Learning (CLT) is still the most prevalent approach of English language learning/teaching field both in ESL and EFL settings. In EFL settings CLT is adopted nowadays with some reservations. One solution to the drawbacks of CLT is "mini texts" in order to provide rich and adequate language input as they subsume grammar, communication, and most importantly, adequate vocabulary development. Objectives: The main objective is to critically assess the role of mini texts in order to provide rich and adequate language input for language learning. Method: Collaborative action research design was adopted to assess the outcome of teaching "mini texts" under improved communicative approach. Brief written and oral performance tests of class ten students were used as the tools of evaluation. Purposive sampling was used for the selection of thirty schools in three districts of the Kathmandu Valley whereas random sampling was used to select the respondent students of mixed ability for the written and oral performance test. The test items for the test were easy enough to be answered by average students of even lower classes. The test items were based on fixed criteria: different elements of grammatical competence to write and speak correctly, and also on some essential aspects of informal colloquial English used in fast spoken English. Pre-test and Post test were administered in order to compare the result of the traditional teaching with the outcome of the new method teaching with "mini texts" as the primary teaching material to provide optimal and quality language input to the students. Result: The over-all result of the test shows that the learning outcome, in general, is rather frustrating. Let alone government schools where most of the students belong to lower-class unprivileged families, even in private schools, or rather in so called A grade private schools, the condition of the English proficiency from the viewpoint of grammatical competence is rather frustrating. Surprisingly, not a single school could obtain even pass marks whereas same students secure good marks in their national level SEE exam.Conclusion: The current English teaching practice in Nepalese schools is deficient in (i) optimal quality language input, and (ii) suitable teaching methods to produce desirable outcome of English teaching for better learning outcome or better communicative proficiency. Mini texts have come out as an appropriate teaching material to be experimented on a large scale as they subsume essential, grammar points, essential vocabulary stock and also communication-oriented practice exercises.

Information Technologies in the Formation of Foreign Language Grammatical Competence While Teaching a Language for Specific Purposes

information technologies grammatical competence The current study aims at demonstrating the effectiveness of the virtual learning environment Moodle in the formation of English language grammatical competence of students during their independent work. The study had a quasi-experimental research design with a pre-test and delayed post-test. It was carried out at the Faculty of Law of Yuriy Fedkovych Chernivtsi National University, Ukraine. The participants were fifty 3rd-year students of specialty “International Law,” who took part in the survey voluntarily during the fall semester of 2020-2021. The core question of the research is whether this learning tool is effective in forming students’ foreign language grammatical competence. Based on the results of the study, the researchers demonstrate the benefits of studying through the electronic system Moodle. Students increased their ability to understand grammatical constructions in professionally oriented texts. To conclude, the findings obtained in this study can be implemented both in online and blended learning for university students during their independent work while working over English for Specific Purposes.

Developing Grammatical Competence in Preschoolers

The article presents a theoretical review of relevant sources on the topic in question and, consequently, formulates the basic principles, obstacles and guidelines for developing grammatically correct speech in preschoolers. The article contains the author’s linguodidactic model for developing grammatically correct speech in preschoolers, as well as pedagogical conditions for its implementation: ensuring the interrelation between the perspective trends in learning, speech activity and speech experience of children; developing preschoolers’ grammatical skills using the specially developed methodology; teaching preschoolers the rules of morphology and methods of word-formation in language lessons; applying different effective forms and methods of organizing learning and speech activity for preschoolers. The article proves that the consideration and implementation of these factors have contributed to developing the suggested linguodidactic model for developing grammatically correct speech in preschoolers. It has also allowed one to create and practically implement it within the framework of the quasi-experimental educational process. The article indicates certain noticeable shifts in children with high and sufficient levels in all parts of the language being analyzed. It indicates that mastering the methods of word-formation as a means of enriching vocabulary helps preschoolers to learn the rules of form change and word-formation. Besides, the article has proved the effectiveness of targeted development of grammatically correct speech in preschoolers. The article may be of interest to university teachers and theorists in teaching East Slavic languages as native (at the beginning of their study) or as foreign.