Grammar In Language Teaching Research Articles

The Role of Reasons for Arabic Grammar in Language Teaching: An Example of the Ottoman Madrasa Curriculum

İslâmiyet’le birlikte din diline dönüşen Arapçanın korunması ve Arap olmayan Müslümanlara öğretilmesi ihtiyacı, dil çalışmalarının erken dönemde başlamasına neden olmuştur. Gramere yönelik çalışmalar, sadece kuralların tespitiyle sınırlı kalmamış; dilsel olguların neden ve gerekçelerini de kapsamıştır. İlk dönemden itibaren dilciler, “illet” diye adlandırdıkları bu gerekçelerle gramer kurallarını aklî bir zemine oturtmaya çalışmışlardır. Zamanla nahiv ilminin ayrılmaz bir parçası haline gelen illetler, çoğu dilci tarafından özellikle Arap olmayan bireylere dil öğretiminde kullanılmıştır. Bu çalışmada öncelikle illet kavramı, illetlerin dil öğretimindeki rolü üzerinde durulmuş ardından Osmanlı medreselerinin Arapça öğretim müfredatı, nahiv illetleri açısından incelenmiştir. Çünkü ana dilleri olmamasına rağmen Arapça eser yazabilecek kapasitede âlimlerin yetiştiği bu kurumlar, Arapça öğretiminde rol model olmuşlardır. Çalışma sonucunda, nahiv illetlerinin orta ve ileri düzey dil öğretiminde gerekli görüldüğü, bu bağlamda Osmanlı medreselerinde temel dil kurallarını içeren basit metinlerle başlayan dil öğretiminin felsefî ve cedelî nahiv illetlerini de içeren ileri düzey dil öğretimiyle ikmal edildiği görülmüştür.

Grammar in Language Teaching The Missing Balance

The teaching of grammar is a basic element in any language teaching/learning process world-wide. This article addresses the question of how much grammar we need and, in some extreme cases, whether we need to teach grammar at all. The article concentrates in its early part on the proper definition of grammar and how it is to be conceived. Then a move is made to present the two controversial issues of how much or how little grammar we need to teach as well as the role that grammar can play in any communicative act. The writer does not take any specific stance, for or against the teaching of grammar. Instead a brief review is presented highlighting the views of people who are authorities in the field to reflect their ideas and believes on issues regarding grammarfull and grammarless teaching. The above-mentioned views reflected a general agreement, though to different extents, on the importance of grammar and they also showed a general inclination towards striking a balance between the two trends of grammarfull and grammarless teaching. Consequently, a brief part of the article is given to highlighting the importance of such balance. Due to interest and concerns for which there is neither the place nor the time to be addressed in this article, it was almost impossible for the writer to discuss such an issue without shading some light on the Libyan situation. Consequently, the article ends with a very brief idea on the teaching of grammar in the Libyan context.

THE IMPORTANCE OF GRAMMAR IN LANGUAGE TEACHING

THE IMPORTANCE OF GRAMMAR IN LANGUAGE TEACHING

ENSEÑANZA DE LA GRAMÁTICA Y LINGÜÍSTICA DEL TEXTO: UNA SECUENCIA DIDÁCTICA PARA EL AULA DE EDUCACIÓN SECUNDARIA

En este trabajo parte del debate existente en torno al papel de la gramática en la enseñanza de lengua. Tras una revisión de las aportaciones de la lingüística, se propone una secuencia sustentada en la Lingüística del Texto (LT) y un proceso de lectoescritura guiado para la trabajar los textos periodísticos. Se pone el foco en las posibilidades que ofrece la LT para superar las limitaciones que entraña el análisis basado en la oración. Al considerar una unidad mayor, como es el texto y sus diferentes manifestaciones, los contenidos gramaticales pueden enmarcarse dentro de un proceso más amplio de análisis y producción.

The Role of Explicit Grammar in Language Teaching

The Role of Explicit Grammar in Language Teaching

O ensino da gramática: porto-seguro?

O artigo aborda, com fundamento em pesquisas, a questão do papel da gramática no ensino de línguas. São apresentados dados de um estudo realizado em um curso de Letras de uma universidade pública, cujo objetivo foi identificar as representações sobre a instrução gramatical no ensino de língua estrangeira (italiano) construídas por alunos-professores, em início de docência. A análise dos dados revelou que os licenciandos situam a gramática como centro do processo de ensinar línguas, e que tal postura pode se justificar por duas razões: a insegurança quanto à própria proficiência oral na língua estrangeira e o fato de estabelecerem uma correspondência direta entre ‘língua’ e ‘conjunto de regras gramaticais’. O estudo revela, ainda, a necessidade propiciar, durante a formação inicial, estratégias efetivas para diminuir o descompasso entre as produções acadêmicas recentes sobre o tema e as práticas docentes em salas de aula de línguas estrangeiras no Brasil.

Towards a Discourse Grammar in Language Teaching

Language is often simply defined as a means of communication. However, communication is a highly complex and intricate process that involves an adequate mastery of a number of linguistic and non-linguistic components. Knowing a language that can effectively be used for successful communication includes, among other things, attaining a functional knowledge of the various language systems including the syntactic system, or the grammar of the language in the narrow sense of the term. The scope of traditional grammar has been confined to sentence structure. That is probably why this approach to grammar has been referred to as sentence-based grammar. However, teaching this form of grammar contributes to the development of learners’ grammatical competence rather than to their communicative ability. This paper argues for integrating discourse grammar in language teaching, and provides evidence to support the role that discourse grammar plays in developing foreign language learners’ communicative competence. Specifically, this paper attempts to answer the following questions: (1) What does it mean to know a language? (2) What are the differences between sentence-based grammar and discourse grammar? (3) Why do foreign language teachers, curriculum designers and textbook writers accord more prominence to sentence-based grammar than to discourse grammar in teaching foreign languages? (4) What extra linguistic aspects does discourse grammar offer to language teaching that sentence-based grammar does not? In other words, what are the justifications for incorporating discourse grammar in foreign language teaching?.

An Exploration of a Three-Dimensional Grammar Framework in Foreign Language Teaching: The Case of the English Passive Voice

This article explores the dimensions of form, meaning and use from the perspective of the English passive voice in two ELT coursebooks. It is claimed that each dimension is aimed to fulfill a specific function in language teaching. Thus, to overlook any of them would be to deprive learners of an important aspect of language and so render them ill-equipped to communicate in the target language. An analysis of two ELT coursebooks revealed that although one of themprovides explicit reference to form and to some extent meaning and use, the other moves progressively away from form and focuses more on meaning and use. It is concluded that analyses of the same kind with other grammar structures and other ELT coursebooks should be conducted to raise more awareness of the relevance of these three dimensions of grammar in language teaching.

30 Years of TEFL/TESL: A Personal Reflection

This paper tries to answer eight questions, which are as follows. (1) What are the goals of teach English?; (2) What is the best way to teach a language?; (3) What is the role of grammar in language teaching?; (4) What processes are involved in second language learning?; (5) What is the role of the learner?; (6) How can we teach the four skills?; (7) How can we access students' learner?; (8) How can we prepare language teachers?

New Perspectives on Grammar Teaching in Second Language Classrooms

Contents: Preface. E. Hinkel, S. Fotos, From Theory to Practice: A Teacher's View. Part I: Grammar in Language Teaching. R. Ellis, The Place of Grammar Instruction in the Second/Foreign Language Curriculum. J.C. Richards, Accuracy and Fluency Revisited. M. McCarthy, R. Carter, Ten Criteria for a Spoken Grammar. M.C. Pennington, Grammar and Communication: New Directions in Theory and Practice. Part II: Classroom Approaches to Grammar Teaching. D. Larsen-Freeman, The Grammar of Choice. M. Celce-Murcia, Why It Makes Sense to Teach Grammar in Context and Through Discourse. S. Fotos, Structure-Based Interactive Tasks for the EFL Grammar Learner. R. Ellis, Methodological Options in Grammar Teaching Materials. E. Hinkel, Grammar Teaching in Writing Classes: Tenses and Cohesion. Part III: Research on Grammar Structures. P. Master, Relative Clause Reduction in Technical Research Articles. E. Hinkel, Why English Passive Is Difficult to Teach (and Learn).

Grammar Pedagogy in Second and Foreign Language Teaching

To provide some perspective on current issues and challenges concerning the role of grammar in language teaching, the article reviews some methodological trends of the past 25 years. When, and to what extent, one should teach grammar to language learners is a controversial issue. The paper proposes a decision-making strategy for resolving this controversy, based on learner and instructional variables. Then taking Canale and Swain's (1980) model of communicative competence, which views grammatical competence as one component of communicative competence, the paper argues that grammar instruction is part of language teaching. In this new role, grammar interacts with meaning, social function, or discourse—or a combination of these—rather than standing alone as an autonomous system to be learned for its own sake. After addressing feedback and correction in terms of research and pedagogical techniques, the article concludes with a survey of options for integrating grammar instruction into a communicative curriculum and with a reformulation of the role of grammar in language teaching.

Making Informed Decisions About the Role of Grammar in Language Teaching

Making Informed Decisions About the Role of Grammar in Language Teaching