Class Of Grammars Research Articles

Teaching Grammar in Intermediate English Grammar Class: What is Happening beyond the Classroom?

Teaching grammar is a very complex task to do since the lecturer does not only teach the rules but also teach other aspects of language. As language component, grammar will always play a significant role within the English skills such as listening, speaking, reading, and writing. In relation to this regard, this study exposed the practice of teaching grammar at intermediate grammar class as a part of grammar courses in State University of Malang and seek for the issues of what was happening beyond the classroom which encompassed lecturer’ role, students’ role, classroom management strategy, approach, technique, materials, tasks, language used, lecturer-students interaction, and students’ participation in teaching and learning process. This study used both qualitative and quantitative research approach where the results were described quantitatively in numbers and qualitatively in words describing the phenomena taking place. The results suggested that the teaching and learning process of intermediate grammar at State University of Malang manages to meet almost all of the indicators and criteria within the aspects measured in the observation checklist. The teaching and learning process manages to meet 86.2 % of the indicators which means it meets 50 indicators out of 58. Thus, the teaching ang learning process can be considered as excellent.

Techniques for Increasing Educational Motivation and the Need to Assess Students' Knowledge: The Effectiveness of Educational Digital Games in Learning English Grammatical Material.

Educational digital games can be an effective way to teach English grammatical material because they provide an interactive and engaging learning experience. The purpose of this study is to clarify how playing digital games affects students' motivation and performance in university-level English grammar classes. [The North-Eastern Federal Institute of MK Ammosova in Neryungri] used a quasi-experimental study, testing, respondent survey, and statistical data analysis method for this purpose. 114 Fourth-year students were the participants, and they were split into the experimental and control groups at random. Students in the experimental group were given a learning format that included the use of digital games designed to teach English grammar (Quizlet and Kahoot!). The traditional teaching strategies offered by the university curriculum were used with the students in the control group (written assignments, textbooks, presentations, and tests). The post-test revealed that the control group's results were nearly identical to those of the pre-test. The students in the experimental group performed better. The proportion of students scoring "poor" fell from 30 to 10%, while the proportion scoring "moderate" fell from 42 to 27%. The "good" score increased from 17 to 40%, and the "excellent" score increased from 11 to 23%. These results suggest that digital games are a more productive and effective tool for teaching English grammar than traditional games. Students were also highly motivated, as they found digital games to be both entertaining and effective for language acquisition. Academic performance did not significantly improve. Based on this, future research might create electives or courses that teach English grammar more successfully using gamification techniques. These results can also be used to guide future research in education, language acquisition, and modern technology.

Tunnel Parsing with Ambiguous Grammars

Abstract The article proposes an addition to the tunnel parsing algorithm that enables it to parse grammars having countable repetitions and configurations of grammar elements generating empty words without refactoring the grammar. The equivalency of trees built by the use of ambiguous grammar is discussed. The class of the ε-ambiguous grammars is defined as a subclass of the ambiguous grammars relative to these trees. The ε-deterministic grammars are then defined as a subclass of the ε-ambiguous grammars. A technique for linearly parsing on the basis of non-left recursive ε-deterministic grammars with the tunnel parsing algorithm is shown.

Exploring challenges in learning grammar during Covid-19 era

This study aimed to explore challenges in learning grammar in an Intermediate Grammar class during COVID-19 era. The participants were English as a Foreign Language students from 2019 until 2021 who failed in Intermediate Grammar class or received C-E as the final score of this class during COVID-19. Close-ended questionnaire and interview were used as the instruments to collect the data in May and June 2022. The questionnaire asked the participants to choose responses to the statements. In the interview, the researcher involved six participants from the survey to clarify and dig in their responses using the same questions on the questionnaire. The results of this study would seem to indicate that the students failed in learning grammar class during the COVID-19 era because the grammar materials were too difficult to understand, loud noises made them unable to study peacefully when joining the online class from home. Their online grammar class was boring, and students experienced a bad internet connection. In addition, teachers and friends seemed to take an essential role in enhancing students’ grammar. At the end, this study proposed some explicit learning strategies to improve learners’ learning in an online grammar class.

Exploring Students’ Attribution: Why Did Students Fail in Their Online Basic Grammar Class?

Grammar is one of the crucial components that must be mastered by English as a Foreign Language (EFL) students when they want to learn English. Undoubtedly, many students think grammar is quite challenging to understand and master. In an English Language Education Program at a private university in Central Java, Indonesia, many EFL students failed their Basic Grammar classes. Therefore, this study aims to explore the EFL students’ attributions or reasons for their failure in their Basic Grammar class. The data were gathered through a semi-structured interview with five EFL students who failed their Basic Grammar class. My preliminary results indicate some factors that cause them to fail in their Basic Grammar classes, such as the lack of knowledge, internet connection, and students’ factors. Recommendations for future research are discussed.

문법 수업 설계를 위한 오류의 활용 가능성

Objectives The purposes of this study is to propose a grammar lesson method based on error diagnosis to improve the efficiency and learning performance of intermediate grammar classes, where it is difficult to determine learning contents, unlike grammar lesson for beginner level.
 Methods Through the instrumental writing activity, among others controlled writing, the instructor checked the learner’s error in grammar contents of beginner level and determined the learning contents. The learner’s understanding status was diagnosed by error text correction tests and the improvement of the language ability was evaluated.
 Results As a result of determining learning contents based on errors, the language awareness of learners was improved and in the process autonomous learning atmosphere was developed.
 Conclusions The ultimate purposes of grammar lesson is to develop communication skills thorough the development of their grammar skills. In conclusion, prescriptive grammar lesson focusing on the development of grammar use is necessary for intermediate level. For this purpose, diagnosis of learner’s error can be a meaningful starting point to improve the efficiency of teaching and learning.

성서 히브리어 발음 교육을 위한 제언 — 자음 명칭을 중심으로 —

Students of Biblical Hebrew often complain about how difficult it is to learn the language. Of course, the first and foundational problem lies in mastering the Hebrew alphabet (or aleph-bet), particularly the pronunciation of each letter. The problem of the Masoretic reading system’s notorious difficulty is only next. Overcoming the barrier of properly pronouncing consonants is no doubt the primary matter.BR Beginners of the language have to confront unexpected obstacles when learning Biblical Hebrew consonants. Unlike most other languages, Biblical Hebrew’s original sounds are lost, and its modern pronunciations are diversified because of the complex history of the Jewish diaspora. Moreover, there is no unified method to transliterate Biblical Hebrew into the Korean writing system, which is essential for beginners to understand the pronunciation of Biblical Hebrew. Such circumstances eventually led Hebrew Bible scholars in Korea to produce introductory grammar books that render the sound of each letter differently in many cases. This eventually made learning the consonants of Biblical Hebrew, which is supposed to be the simplest and clearest subject in learning foreign languages, quite complex and unclear. As many students cannot take the first step, they cannot go any further but give up on learning Biblical Hebrew.BR Instructors’ understanding of the current situation regarding Biblical Hebrew consonant teaching is pivotal. In this paper, I endeavored to provide instructors with key features to consider in teaching Biblical Hebrew consonants. For example, I introduce a comparison of the three main traditions of Hebrew pronunciation, that is, Sephardic, Ashkenazi, and Yemenite. Then I offer an analysis of seventeen different introductory grammar books that are used in Biblical Hebrew grammar classes in Korea, focusing on consonants in general; their ways of dealing with the name and pronunciation of each letter in particular. Finally, I add my evaluation on the current situation of Biblical Hebrew consonant education based on the textbooks I analyzed, hoping to foster better Biblical Hebrew education.

Students’ perceptions and experiences about the combined inductive-deductive approach in intermediate grammar class

This research study investigates students’ perceptions and experiences about using the combined inductive-deductive approach in teaching English grammar in intermediate grammar class. The study employed a mixed methods design to answer the research questions. We used a questionnaire including four aspects according to ARCS Model to answer the first research question through examining the perceptions of 65 university students majoring English. Then five of 65 students were selected to be interviewed to explore their experiences on the combined inductive-deductive approach to answer the second research question. The results of the questionnaire and the interviews reveal that most students prefer the combined approach to teaching English grammar although they have positive perceptions towards the inductive or the deductive approach. The combined approach can provide students with better understanding of grammar and keep them involved and interactive in the learning process. Therefore, this current study suggests that further research should be conducted to investigate the effectiveness of the combined approach in the process of teaching grammar and teachers’ perceptions towards such approach.

The Design and Implementation of Blended Learning Teaching Grammar for English Education Students

Teaching grammar was considered very important to the ability to use language. Learning more about grammar will help students produce better sentences while speaking and writing. For this reason, this article introduces different ways of teaching grammar. This research aimed to analyze the design and implementation of Blended Learning in Basic English Grammar classes. This research used mixed methods. The subject in this research was the students from the 1st semester English department of the University of Mataram and the lecturer who taught Basic English Grammar using Blended Learning. The data were collected through observation, questionnaire, interview, and documentation. The results of this study showed that the design of Blended Learning using ICARE as a model of learning in Basic English Grammar for 1st-semester students is great. The students give positive and negative responses toward the use of blended learning. Furthermore, the student’s achievement in Basic English Grammar showed a positive impact. Where the student’s average score on the mid-test was (67.36%). While on the final test was (75.49%). To sum up, implementing blended learning is successful and positively impacts student’s achievement in Basic English Grammar.

The Implementation of Task-Based Language Teaching to Develop Students’ Grammar Accuracy

This research aims to find out; (1) whether task-based language teaching can develop students’ grammar accuracy; and (2) whether the implementation of Task-Based Language Teaching can develop class condition in grammar class of the second-grade students of English Department of Universitas Harapan Bangsa. The method used in this research is classroom action research. It was conducted in two cycles from October to December 2021 at the first-grade students of English Department of Universitas Harapan Bangsa. The research result shows that the use of Task-Based Language Teaching can develop the students’ grammar accuracy. The students succeed to make sentences in various tenses with correct form and meaning. The results of all cycles conducted as follows; the average score of post-tests in cycle I is 64, and post-test in cycle II is 73. The class condition also became better since the method was applied. They are more active joining the learning process. They applied the language rules they learned communicatively in the spoken and written forms. This condition made them aware of their ability to use the standard language in the communication. In conclusion, task-based language instruction can improve the classroom environment and the students' grammar proficiency. Both the academic performance and the learning environment of the students are benefited by this approach.

Linguistic and emotional responses evoked by pseudoword presentation: An EEG and behavioral study

When the semantic properties of words are turned off, such as in pseudowords, the grammatical properties of the stimuli indicated through suffixes may provide cues to the meaning. The application of electroencephalography (EEG), combined with the pseudoword paradigm, allows for evaluating the effects of verbs and nouns as linguistic categories within the time course of processing. To contribute to the ongoing discussion regarding the functional processing of words from different grammatical classes, we conducted an EEG experiment, followed by a behavioral lexical decision task (LDT). The EEG and LDT indicated different neural and behavioral reactions to the presented grammar classes, allowing for a deeper understanding of the neuro- and psycholinguistic dimensions of grammar.

Flipping EFL low-proficiency students’ learning: An empirical study

While the flipped learning approach has been widely implemented in science-relevant subjects, little empirical research has been conducted in language learning, particularly among low-proficiency learners. The present study aims to examine the pedagogical effects of flipped learning on low-proficiency students’ learning outcomes and attitudes (motivation and self-efficacy). An eight-week experiment was conducted on 52 low-proficiency learners who attended intensive English grammar classes in a national high school. The experimental group (EG) (27 students) learnt with the flipped approach whereas the contrast group (CG) (25 students) was taught through a conventional approach. The performance by both groups in grammar, writing and learning motivation and self-efficacy were collected for analysis. The EG’s learning experience was also qualitatively explored. The results show that the EG significantly outperformed the CG in terms of overall learning achievement, motivation and self-efficacy. Additionally, despite facing challenges at some points, the EG gave positive comments on the pedagogical effects of flipped learning, judging it to be interesting and leading to active engagement. This article concludes with a discussion of the effects of the flipped learning approach on low-proficiency language learners and with instructional implications for future empirical research.

Examining the efficacy of hybrid learning in students' English grammar achievement

Students' knowledge and acquisition of a second language is seen to improve with hybrid learning. Using offline and online activities is anticipated to produce greater results than conventional face-to-face activities. This study aims to compare the levels of learning achievement between conventional and hybrid learning strategies used in an English grammar class. 40 year -7 students, divided into two classes of 20 each, participated in the study as respondents. Pre-experimental research methods were used in this study, and the participants' pre- and post-test mean scores were compared. Multiple-choice questions were present on both the pre-test and post-test. The results demonstrated an improvement in both the pre-test (46.5) and post-test (46.5) means (71.00). Also, data from the statistical analysis revealed that Sig. (2-tailed) is 0.000, less than (0.05), indicating a significant mean difference in grammar learning achievement affected by hybrid media after being supplied to students compared to conventional learning. It is concluded that hybrid learning may raise student achievement, particularly in English grammar.

MOODLE AS A POTENTIAL ONLINE PLATFORM USED IN THE FLIPPED CLASSROOMS IN THE VIETNAMESE EFL TEACHING CONTEXT

Flipped classrooms started to be adopted in the Vietnamese EFL teaching context a few years ago. Educational technology plays a crucial role in the implementation of this teaching model. Hence, choosing a suitable online platform for these classes is a critical decision for English teachers. The current study attempted to investigate Vietnamese students’ perceptions of MOODLE as the online platform used in two flipped English grammar classes. Sixty-two students from a state university in Vietnam were recruited for this research. The study employed a mixed-methods research design to address the research question. Both quantitative and qualitative data were collected through a questionnaire designed based on Technology Acceptance Model (TAM) and semi-structured interviews. The data analysis revealed that the students had positive perceptions of MOODLE in terms of system characteristics, material characteristics, perceived ease of use, perceived usefulness, attitude toward use, and behavioural intention. Accordingly, this learning management system (LMS) could be seen as a potential online platform in flipped classrooms for Vietnamese students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0001/a.php" alt="Hit counter" /></p>

Shifting Language Ideology and Teaching Practice in Multilingual Class: Voices of Indonesian Lecturers in CLIL

Content and Language Integrated Learning (CLIL) has grown in popularity due to the idea that it may aid students in enhancing their foreign language proficiency. Previous studies have found that teaching a foreign language in a bilingual setting creates obstacles since students have fewer linguistic features in learning and teaching. While they investigated the significance of various perspectives in this process, this study explores language ideologies and practices in the multilingual background. It seeks the lecturer's voice who taught preparation courses for international students about his language ideologies and CLIL practices using different parameters of CLIL. This narrative study engaged guided dialogues and observations. We adopted Barkhuizen et al.’s (2014) thematic analysis for analyzing the data. It indicated that language ideologies emerged after framing the courses within the students' more comprehensive language ideological contexts, followed by a discussion of its relevance to classroom practice English is used to address gaps between individuals who might not share a common native language or a shared (domestic) identity and with whom English was the favored foreign language of communication. While he created a humanist course for students to use their broad vocabulary and grammar classes were nevertheless immersed in transitory language ideologies.

Effect of an Online Language Course on Students` Grammar Achievement and Its Relationship with L2 Motivational Self System

MoreandmorecoursesarenowofferingonlineEnglishclasses.However,to date most studies have been limited to the investigation of the implementation of quizzes to improve students` grammar ability, while the use of video tutorials has been less explored. Thus, the current study aimed to investigate how video grammar presentations, in addition to quizzes, could help students improve their grammar achievement. 170 Indonesian students were enrolled in a grammar class as part of TOEFL ITP program conducted on an online language course. This course utilised videos to teach grammar points explicitly and deductively by using students` native language (Indonesian language). The effectiveness of the class was measured based on the results obtained from the pre-test and three progress tests. Each of the progress tests was conducted after a two-week treatment with around five grammar topics each. It was found that students` grammar achievement appeared to improve statistically significantly after receiving the first two-week treatment, yet students` scores were not found to be statistically significant between the progress tests. Thus far, it confirmed that online language programs with video-based grammar instruction as well as grammar exercises could lead students to increased grammar achievement. In addition, taking into account the importance of motivation as a powerful predictor of students` success, this study also investigated the relationship between students` motivation and their grammar achievement. Overall, no association between students` motivation and students` final progress test was found in this study.Keywords: Grammar achievement; Learning management system; Motivation; Online language course

Fuelling Grammar Mastery and 21st Century Skills Through Project-Based Learning

Project-based learning (PBL) approach has been adopted in the classroom to engage students actively in the learning process and to allow them to master content knowledge and useful skills. This mixed-method study investigates the perceived benefits and challenges of using the PBL method in developing and enhancing undergraduates’ grammar mastery and 21st-century learning skills. Thirty-five ESL undergraduates from an intact grammar class participated in the study. A questionnaire was administered to elicit the participants’ views on using the PBL approach to develop grammar, collaboration, and speaking skills. In addition, group discussions on Google Docs and reflective journals were collected to obtain insights into their learning processes. The participants preferred the PBL approach, which was more effective, invigorating, and empowering than traditional lecture-style teaching. Although it was time-consuming, challenging, and rigorous, the participants demonstrated their competencies of 21st-century learning skills at the end of the project. PBL maximised language use, increased higher-order thinking, unleashed creativity, and honed ICT skills. These skills are essential to equip and prepare them to be employable and future-ready for workplace demands.

A New Class of Graph Grammars and Modelling of Certain Biological Structures

Graph grammars can be used to model the development of diverse graph families. Since their creation in the late 1960s, graph grammars have found usage in a variety of fields, such as the design of sophisticated computer systems and electronic circuits, as well as visual languages, computer animation, and even the modelling of intricate molecular structures Replacement of edges and nodes are the two primary approaches of graph rewriting. In this paper we introduce a new type of node replacement graph grammar known as nc-eNCE graph grammar. With this new class of graph grammars we generated certain graph classes and we showed that these class of graph grammars are more powerful than the existing edge and node controlled embedding graph grammars. In addition, these graph grammars were used to model several common protein secondary structures such as parallel and anti-parallel β-sheet structures in different configurations. The use of these graph grammars in modelling other bio-chemical structures and their interactions remains to be explored.

Students’ Perceptions toward the Teaching Strategy Used in Grammar Class

The present study aimed to capture the students' perceptions of their teachers' strategy in teaching grammar to children's classes. The research method conducted in the study was mixed methods. The number of participants was seven students studying at a junior level. The instruments used in the study were interviews and observation.The findings indicated that the students tended to perceive that the grammar lesson was a severe lesson for them. Hence, they preferred a more exciting and less complicated learning process. In sum, the students perceive that learning grammar should be done in a less severe matter but still encourages the students to learn effectively.

Translation and L1 usage during Grammar Teaching

This paper examines the role of the mother tongue during grammar teaching in classrooms, it is just an overview of the literature knowing that grammar teaching has its roots and is the majority of the time associated with the Grammar-Translation method. The history of grammar teaching has evolved hugely and even though L1 was banned from grammar classes, associated with the Grammar-Translation method, new studies show that L1 is a huge asset in the hand of teachers and students. Keywords: Grammar, L1, translation, teaching. DOI: 10.7176/JEP/14-2-08 Publication date: January 31 st 2023