Grammar Items Research Articles

2015 개정 교육과정에 따른 고등학교 중국어Ⅰ 교과서별 어법항목 비교분석 연구

The purpose of this study is to compare and analyze Chinese textbooks, especially grammar items in the textbook. In Korean high school, many students choose Chinese as their second language. For their study of Chinese, choosing suitable textbook is important. Because unit sequences and grammar items in textbook have a great influence on teaching method.BR Since 2018, it has begun to use a new national curriculum in Korean high school, which is called

Critical Analysis of Grammar Test Items in College Scholastic Ability Test -Focused on Reviewing Validity of Items by Specification of Educational Objectives-

Critical Analysis of Grammar Test Items in College Scholastic Ability Test -Focused on Reviewing Validity of Items by Specification of Educational Objectives-

Utilising <i>Grasia</i> to Increase Pupils’ Motivation and Participation in Grammar Lesson

Grammar lessons can be dull especially when the lessons are conducted in a one-way interaction where pupils are required only to listen and absorb the information conveyed by the teacher. This lacklustre teaching practice should be changed. This research was intended to create a new way of teaching and learning grammar which is a transition from boring drilling towards exciting grammar lesson. Employing Action Research design, this research aimed to test a new method of teaching and learning grammar which is using Grasia (Grammar through Tarsia) in English language grammar lesson. The respondents of the research were from primary and secondary school pupils. 19 pupils from two primary schools in Daro and Lubok Antu, as well as, 21 pupils from a secondary school in Baram district were chosen as participants through convenient sampling method. The data of this research were obtained through teacher observation questionnaire and self-assessment survey which were carried out before and after Grasia was implemented in grammar lesson. The findings indicated a positive outcome among the participants after teaching and learning session through Grasia. This finding is fundamental to give an insight to all the teachers that a change is needed in order to carry out a fun and meaningful grammar lesson. Grasia provides alternative methods for teachers to introduce grammar items in a fun and engaging way rather than chalk and talk lesson.

The Syllabus Design of ESP for The Students of Health Analyst

The research was purpose at finding out the need analysis of English for the Health Analyst students, and also designing the syllabus based on the students need. The research was conducted at Academy Health analyst Muhammadiyah Makassar. This research is descriptive research. Data were analyzed using quantitative and qualitative methods. Information on the needs of students is obtained through the provision of questionnaires and interviews to students, alumni, lecturers and stake holder. The findings based on the data analysis indicate that the students state that they need English for communicative competence, the priority in speaking and reading skill in order able to communication and read materials related their field and the student’s purpose in learning English to support to getting a job in the health service institution. By the students need in this study shows that the students give positive response in the health analyst related topic, grammar items and interesting task, method to be consider in apply suggested syllabus design.

The Role of Classroom Input: Processing Instruction, Traditional Instruction, and Implicit Instruction in the Acquisition of the English Simple Past by Cantonese ESL Learners in Hong Kong

The purpose of this study was to examine the role of classroom input in achieving the English simple past to unite the insights of SLA theory and L2 pedagogy. As English tense is not realized overtly in Cantonese, it has been causing great difficulty to English as a Second Language (ESL) learners. This study involved Primary 2 students who were divided randomly into 3 groups being taught using 3 different forms of classroom intervention: Processing Instruction Group (PI), Traditional Instruction Group (TI), and Implicit Instruction Group (II). A pre-test and a post-test consisting of interpretation and production tasks were administered to examine if there is any significant difference in the performance after classroom intervention. Findings show that the PI group displayed significant improvement from pre-test to post-test in the interpretation task, and they also obtained the greatest gains. In the production task, both PI and TI groups obtained greatest gains. Pedagogical implications are discussed suggesting what teachers can do to help L2 learners map forms and meaning in acquiring English tense and other relevant grammar items in the initial stages of L2 acquisition.

Learners’- produced learning materials: a step towards learner autonomy in EFL Grammar classes

This paper presents an experimental research study in which the two researchers aim to promote learner autonomy in language learning by means of learner-produced learning materials. The study was conducted at the Department of English in the Faculty of Arts in Misurata, Libya during the academic term-spring 2018. The participants were 50 Libyan students who major in English and they were all enrolled in semester 2 and studied Grammar II course. The participants were required to produce their own learning material which was about a particular grammar item. Semi-structured interviews with the participants were undertaken to know about their reaction towards the experience of taking responsibility to create a learning material, what autonomous strategies they were able to develop while designing the learning materials, what type of learning materials they were able to produce. The findings of the current study revealed that learner autonomy can be fostered in EFL classes in Libya and that Libyan students can develop some autonomous learning strategies. It is concluded that learner-produced learning materials can be a successful and an effective tool to promote learner autonomy in EFL (English as a foreign language) classes.

한국어 문법 교육 항목 분류에서 ‘표현’ 범주 설정의 타당성 재고

This paper aims to classify the types of Korean grammar education items in terms of grammar functions. Among the Korean grammar items, there are many types of complex forms that are not handled well in Korean linguistics or Korean language education for native speakers. These complex forms have been categorized as ‘expression’ categories and distinct from other grammatical items. Thus, there is a problem that items having the same grammatical function are classified into different types. However, the grammatical functions of ‘expression’ items are not different from other grammatical items. On the contrary, there are more advantages in classifying all types of grammar education items, focusing on grammatical functions. Classification of grammatical items should be in accordance with the purpose of Korean grammar education. From this point of view, classification according to grammatical functions is more valid than classification based on differences in formal composition.

Enhancing Grammar Competence using Glow@Cbi (Grammar Online Learning@Cbi)

At the heart of mastering a language, second language(L2) learners must be able to make sense of the function, meaning and structure of the language system that operates in the target language as to equip them with the language proficiency needed. Subsequently, this paper focuses on an alternative approach, known as GLOw@CBI to enhance learners’ understanding of the grammatical tense and aspect of L2 English. Grounded by the theoretical principles of Vygotskian’s mediation theory (1978) and Cognitive-grammar model (Radden & Dirven 2007), the strength of this approach lies in the representation of the grammar items using concepts, that are presented using various multimedia annotations to motivate and enhance learners’ mastery of the L2. To explore the potential of GLOw@CBI as an alternative pedagogical solution, analysis of learners’ pre-post-tests results and their views regarding the approach are investigated to ascertain the effectiveness of this pedagogical grammar approach. In essence, findings gained from the study evidently suggest that GLOw@CBI provides an alternative platform, especially to low proficiency learners who are otherwise easily distracted, to focus on their English language learning performance and hence enhance their mastery of the target language.

Stress as a Suprasegmental Phonological Shift in Translation: A New Category of Linguistic Shifts

Abstract This study relies on a contrastive analysis to underscore the functions of stress as a shift in translation, especially when phonological specifications can have an impact on translation. In the original model of translation shifts proposed by Catford, only segmental linguistic elements are taken into consideration, while the model totally ignores stress as a supra-segmental linguistic element. Including stress within the analytic procedures of the model can bring about a new type of shift. This implies that Catford’s categorization of shifts must be developed in order to increase its applicability, especially when phonological specifications in the source text can have an impact on grammar and lexical items in the target text. As a result of the inclusion of stress into Catford’s original mode, a revised version of the translation shift model is suggested. The study further emphasizes the various dimensions of stress and the functions it can have in oral aspects of translation and drama translation.

한국어 간접 인용 교수 방안 연구 - 감탄문을 중심으로 -

This study set out to raise a need for the explicit presentation of the indirect quotation of exclamatory sentences in Korean education and propose specific teaching plans accordingly, thus helping learners increase their communication skills. The investigator first analyzed previous studies on the topic and the Korean textbooks that were actually used in the field of Korean education, thus figuring out the current presentation of the indirect quotation of exclamatory sentences and establishing a couple of criteria to set the exclamatory final endings needed in the education of indirect quotation. These criteria include selecting mainly the forms that were much exposed in the field of Korean education, excluding the archaic exclamatory final endings that were hardly used in actual speech, and providing assistance to the actual arrangement and selection of grammar items through their presentation in proportion to the level of the grammar items of exclamatory final endings in the field of Korean education. Based on these criteria, the investigator proposed the model, which was an actual teaching model needed in the study of the indirect quotation of exclamatory sentences, and also specific teaching methods according to the model, thus making a contribution to the activation of learners' communication skills.

TECHNIQUE IN TEACHING GRAMMAR FOR THE FIRST GRADE OF JUNIOR HIGH SCHOOL STUDENT THROUGH GAMES

The purpose of this study is to find out the contribution of games in improving grammar acquisition of the Yoannes Junior High School students. In teaching Grammar, teachers should apply the appropriate technique and method. In this study, games are chosen to be used. Participants are divided into treatment group, the experimental group and the control group. The experimental group is taught by using games and the control group is taught by using the memorizing method. Each group is assigned to do the same test, containing sections which involved grammar items. They attended the course, once a week for eight weeks. Each meeting lasted forty five minutes. The material is taken from textbook that applied at school. Pre- test is given before the experiment and post- test is held immediately after the experiment is over. The Null hypothesis of no significant differences are constructed and tested, and then one- tailed T- test is used to compare the score of the games and memorizing groups and to analyze the hypothesis. The alpha level is set. Teaching the arbitrary rules of grammar to students who cannot speak, understand of use the English language is an absolute waste of time, effort and money and is downright foolish. The practice is about as rational as teaching advanced race car skid control to someone who does not know how to drive. In English conversation, get them talking, get them comfortable using the language, then teach them by using rules of grammar once they understand the language.

Grammar as an “Art of Lettes” in Foreign Language Teaching (A Study of Teaching English Verb Tenses in Lower and Upper Secondary Schools)

Abstract Introduction: This paper focuses on the issue of teaching verb tenses in Slovak lower and upper secondary schools – in particular, on teaching three grammatical tenses (Present Simple, Present Continuous, and Simple Present Perfect) and the learner’s ability to use them. It also identifies the mistakes made by the learners in the research sample, causes of their mistakes, and suggests ways of eliminating these errors. Methods: The paper presents the research data collected using quantitative (questionnaire and achievement test) and qualitative (lesson observation and semi-structured interview) methods. The data are analysed, compared, and conclusions for school practice are drawn. Results: The main research findings show how the three tenses are taught, identify the impact of the ways they are taught on the ability of lower and upper secondary school learners to use them, and outline the errors they commit. The authors seek to explain the errors and suggest possible ways of eliminating them. Discussion: The current study is compared to research data presented by Gadušová and Harťanská (2002), Hlava (2012) and Lojová (2016). All of them consider the practical application of grammatical functions significant in spontaneous and meaningful communication. Limitations: Regarding the limitations of the research findings, the research sample of five interviewed teachers is too small either to make generalizations or to claim that the conducted research is fully reliable. Conclusions: The research findings demonstrate that teaching the verb tenses in lower and upper secondary schools lacks sufficient contextualised communicative activities for practising the discussed grammar items.

Exploring issues on Integrated grammar test items -Based on KSAT and NAEP grammar test items-

Exploring issues on Integrated grammar test items -Based on KSAT and NAEP grammar test items-

The Effects of Grammar Items in Textbooks on Learners’ Grammatical Knowledge

The Effects of Grammar Items in Textbooks on Learners’ Grammatical Knowledge

수능 일본어Ⅰ의 문법 항목 및 난이도 분석

수능 일본어Ⅰ의 문법 항목 및 난이도 분석

Traces of Teaching Methods in a Language Class and the Relationship between Teacher’s Intended Learning Outcomes and Students’ Uptake

This study has two main objectives: first, to find traces of teaching methods in a language class and second, to study the relationship between intended learning outcomes and uptake, which is defined as what students claim to have learned. In order to identify the teaching method, after five sessions of observation, class activities and procedures were compared with typical techniques of previous methods. The findings showed that the teacher’s method was an eclectic one which mostly followed CLT guidelines along with utilizing techniques from some other methods such as GTM, DM, and ALM. In the study of uptake, the students were given uptake charts (for vocabulary and grammar items) at the end of each session and based on their reports of uptaken items, it was concluded that uptake can reflect the intended learning outcomes and instructional procedures to a good extent, specifically for grammar items. Regarding idiosyncrasy of uptake, it was not found to be remarkably idiosyncratic, i.e. there was not much individual variation among learners’ reported uptake.

Embedding Corpora into the Content Validation of the Grammar Test of the National Matriculation English Test (NMET) in China

ABSTRACTGrammar assessment has long been a pivotal and regular component of almost all high-stakes English tests in China. In writing grammar items, however, test developers tend to depend largely on their individual knowledge of grammar, or even intuition, without much reference to the typicality or de facto uses of the language. To address this problem in the Chinese assessment context, we demonstrate the benefits of making use of language corpora in developing and validating grammar tests. The present study adopted a corpus-based approach to investigating the content validity of the grammar section of a high-stakes test, the National Matriculation English Test (Shanghai). It was found that the grammar section under study has fairly appropriate content coverage and relevance, which suggests the test content generally assesses the intended grammatical features. In addition, evidence of content significance was present through a strong linkage between the grammar items in the test and grammatical errors produced by learners who had previously taken the test. However, flaws were detected for content typicality, because certain grammar items failed to conform closely to native English speakers’ typical output. On the basis of these results, a procedure is proposed for conducting corpus-based content validation for high-stakes grammar tests.

A Study on the Principles of Constructing Example Sentences for Grammar Descriptions in Korean Integrated Textbooks

This study aims to suggest principles of making example sentences when describing grammar items and examines aspects of example sentences presented in Korean integrated textbooks. The requirements of example sentences in grammar descriptions have been mentioned in several preceding research. However, there is little research which focuses particularly on example sentences in grammar descriptions and examines the appropriacy of example sentences presented in Korean integrated textbooks. Therefore, this study sets up five principles to make appropriate example sentences and examine if these principles are in line with example sentences in Korean integrated textbooks published recently. Comprehension and use of grammar items are two significant aspects when making sentences. Thus, example sentences should show meaning, form and pragmatic information unambiguously. The findings show that most textbooks follow the five principles. However, some example sentences do not meet the requirements to be effective examples. In particular, the integrated textbooks need to include more example sentences related to the topic and the goals of the unit considering the role of grammar. (Korea University)

한국어 유사 문법 항목의 개념 연구

한국어 유사 문법 항목의 개념 연구

Presentation of Grammar Items in Korean Coursebooks for Beginner Level

Presentation of Grammar Items in Korean Coursebooks for Beginner Level