Grammar Lessons Research Articles

Is Language Awareness Supported by Grammar Lessons, Indirect and Metalinguistic Feedback? An Examination of Graduate Students’ Writing Across Drafts

This study examines the support for developing graduate students’ language awareness in academic writing drafts through the provision of grammar lessons and feedback – indirect and metalinguistic. The study was conducted in a basic academic writing module, offered to both masters’ and PhD students (n=48) at a university in Singapore. To gauge whether language awareness was supported, students completed three surveys and the researcher analyzed errors and their subsequent revisions in students’ written drafts. The survey results showed students’ positive perception towards grammar lessons and feedback, in terms of their usefulness and valuable impact on writing skills. Nonetheless, when students’ written drafts were examined, it was noted that the impact of feedback was largely centered on the revision of grammar within drafts of the same task, instead of other higher order writing skills or in a new writing task. To ensure that IF and MF are effective in supporting language awareness, it is recommended that students be socialized with feedback practices of an instructor, and to be cognizant of their study setting. Moreover, writing instructors should configure learning objectives to reflect the developing nature of academic literacy.

A Case Study on Eclectic Grammar Lessons based on FonF and PBL

A Case Study on Eclectic Grammar Lessons based on FonF and PBL

문법 학습자의 언어적 주체로의 성장 과정에 대한 사례 연구

This study aims to qualitatively explore the existential process and meaning of grammar learners growing into linguistic subjects through grammar lessons as a reflection on the "linguistic subjects" that had previously only been abstractly discussed. For this purpose, we selected four high school learners who were shown to have grown into linguistic subjects through a grammar class in one semester, and analyzed them by thematic analysis. As a result of in-depth analysis by case and case, focusing on the growth process of linguistic subjects, learners A, B, and C experienced a change in the transformative perspective on grammar, and learner D experienced a qualitative refinement of the perspective on grammar. These changes were interpreted to have been made through expansion of grammar knowledge, improvement of grammar inquiry ability, and strengthening attitude toward grammar. Considering the content, direction, and attitude of language awareness, A could be categorized as a knowledge collector, B as a Knowledge explorer, C as a language researcher, and D as a communicator and practitioner. These results allowed us to derive the following educational implications. First, the relationship between knowledge, inquiry ability, and attitude, which are the main contents of grammar education, could be actualized. Second, the necessity and importance of cognitive/emotional integration support program for learner growth process was discussed. Third, it can be seen that the abstract entity of linguistic subject can be embodied in various aspects in the actual classroom. Fourth, it is very important to check the learner"s initial grammar perception and observe the trend in the classroom. Fifth, it is necessary to present educational contents that learners" intuition as native speakers can be discussed together.

Functional grammar and teaching of Russian grammar in China

The subject of this research is the implementation of the theory of functional grammar in teaching of Russian language grammar to Chinese audience. The object of this research is the functional grammar of A. V. Bondarenko and communicative function of G. A. Zolotova. Studying the theory of functional grammar of the Russian language and its application among the Chinese audience allows deepening the understanding of grammar rules and increase the efficiency of teaching Russian grammar to Chinese students. The article analyzes the current situation regarding the teaching of Russian grammar in China. Special attention is given to such question as the method of employment of the theory of functional grammar at the grammar lessons among Chinese audience. The novelty consist in the attempt to implement the theory of functional grammar in teaching of Russian language grammar to Chinese students. The article determines the flaws of the traditional structural grammar and merits of the functional grammar. It is revealed that the application of functional grammar would help the students to improve the command of grammar rules and speech communication.

Teaching segmental features to efl learners

English Pronunciation is very important in the learning of English and has equally attracted the attention of teachers and researchers. In this respects, the aim of this paper is to provide EFL teachers with some methodological guidelines that may help them facilitate the teaching of segmental features. The study shows that pronunciation is important for oral communication and is also closely linked with other aspects of language such as grammar, vocabulary, listening comprehension, etc. As for the teaching of segmental features, the author suggests that the teacher present the sound feature in words put in a context, using the teaching aid, insisting on the production of the sound, and asking learners to interact as they do in a vocabulary or grammar lesson.

TEACHING ENGLISH THROUGH YOUTUBE: GRAMMAR VIDEO ANALYSIS OF THREE BRAZILIAN YOUTUBE CHANNELS DEDICATED TO EFL TEACHING

The objective of this research is to analyze grammar lessons of three Brazilian YouTube Channels of English as a Foreign Language. It compares the approaches applied by each teacher in their videos and investigates if the lessons approach the explanation of meaning, use, and form of the grammar. It also aims to find out if the lessons are hackneyed regarding the online learning environment. The analysis consisted of watching two videos of the YouTube channels English in Brazil, Ingl�s Compartilhado and Mairo Vergara. The results showed that out of the six videos, five contained a grammar explanation that addressed meaning, use, and form of the language. They also adopted the deductive approach to grammar teaching. Only one video did not explain the grammar (quantifiers), but a trick to memorize the use of quantifiers. As for technology, the main tool teachers used was captions to illustrate example sentences of the grammar. Other tools consisted of the use of the software �Notepad� and animation. Thus, there was not an innovation on the videos regarding technology. Future research is needed to understand if there is the necessity to apply cutting-edge tools to teach on YouTube and if it is mandatory to review and to adapt the pedagogical practices for language learning YouTube videos.

反転授業における相互作用のある対話の分析-日本語上級クラスの文法科目を対象に-

反転授業における相互作用のある対話の分析-日本語上級クラスの文法科目を対象に-

Designing an English course for tourism at State Amazonian University

The purpose of the investigation were to propose an ESP course for students at “Universidad Estatal Amazonica” in the Department of Life Sciences in Tourism Engineering Puyo, Pastaza- Ecuador. This proposal consists in a Communicative Syllabus with specific topics and grammar structure, which will allow the learners to develop their abilities in English communication. It was organized in four units with the same structure divided into four lessons: a vocabulary lesson, a grammar lesson, a professional lesson and a case study. It was designed to be taught in 64 hours face-to-face and 4 weekly practical hours. he proposal was created to ensure the students get the necessary vocabulary and grammar focused on tourism in English linguistic structures and that they can improve their and oral and written expression speaking as well as them to perform activities related to their field of specialization. As a form of evaluation, the continuous evaluation and final exam were proposed to determine academic progress.

Motivation and Multimedia Grammar Lessons

Highlights: 1. Motivation is widely known as the key of success. 2. Researchers divide motivation into five types: intrinsic, extrinsic, integrative, instrumental and resultative. 3. This research was focusing on the role of multimedia to enhance learner's positive attitude towards their own learning of English grammar, depending on a comparison of learner's positive or negative behavior when following two different teaching methods. 4. MM tasks could add variety and interest in the class context, which could stimulate students’s motivation.

Grammar Teaching Beliefs and Practices: The Case of a Communicative English Skills Teacher in DMU

The study intends to explore how the tensions, debates and beliefs about grammar teaching are adjudicated by a communicative English skills teacher to inform his practices. To that end, the researcher investigated an EFL teacher’s beliefs and classroom practices’ on the teaching of grammar in DMU. The data gathering instruments used were observation and semi structured interview meant to assess the way grammar is taught and uncover the underlying beliefs towards the teaching of grammar. The teacher is assumes contextualizing grammar items and using situations is a good thing in learning grammar while he also believes explicit grammar instruction might be appropriate only in lower grades. Regarding elements /dimensions of grammar to be taught and techniques and activities to be used the teacher believes that he has to dwell on the harmonized materials surfacing lack of awareness about the semantic, syntactic and pragmatic trinities. In the actual classroom, the teacher hardly created a context where their communicative needs necessitated the grammar structures. The teacher adopted PPP and situations and contexts were not created. The presentation stage took much time and effort followed by the practice, but no time for production resulting in absence of integration of skills. The teacher emphasized the structural aspect of grammar items more and syntactic and pragmatic aspects less going The discrepancies between the beliefs and practices are significant though not enormous. Though the teacher believes in creating context for grammar teaching the observations didn’t prove this. The essence of and principles of PPP is of little importance these days as proved in research. Moreover, the emphasis on form and use can’t guarantee an effective grammar lesson. Based on these findings the researcher recommends further investigation of the issue encompassing students’ views and larger samples. DOI : 10.7176/JLLL/59-01 Publication date : August 31 st 2019

“Because It Sounds Right”: A Guiding Light of Speaker Knowledge

Approaches to second language teaching have included continuous exposure, grammar lessons, and a various combinations of these methods. Recent studies highlight specific, detailed knowledge, in speakers of a language, of the phonetic and structural information of many kinds of phrases. These include formulaic expressions (idioms, proverbs, conversational speech formulas, expletives), lexical bundles (sentence stems, conventional expressions, discourse organizers), and collocations (a range of other unitary, multiword expressions). These exemplars share the feature of familiarity: they are known and recognized by speakers of a language, and stored in mental representation with their concomitant features of structure, phonetic and prosodic shape, meaning, and use. In addition, the linguistic sciences currently advance the perspective that language competence is constituted by knowledge of constructions at various levels of abstraction, implying a larger role of memory in language competence than previously understood. Performance by persons with neurological disorders reveals specific effects on production of these kinds of phrases. Given the putatively extremely large repertory of known, stored expressions and constructions that have been shown to constitute language representation, a guiding principle of speaker use might be that the expression sounds right, implying special importance to listening exercises in second language learning.

GRAMMAR VIDEO LESSONS TO FOSTER INDEPENDENT LEARNERS IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM

This research analyzes the impact of the implementation of the flipped classroom to improve the low development of cognitive skills in the stu- dents and to promote the autonomous learning in 30 English as a Foreign Language (EFL) students Level Four in the English Center at Escuela Superior Politécnica de Chimborazo through grammar video lessons. The proposal consisted of eight grammar video lessons based on the syllabus designed for this level. These videos became both: a valuable tool to foster independent learning and a strategy to flip the traditional classroom, which allowed additional time to work on practical activities in the classroom, considering that the theory was studied outside the classroom. The instruments applied in this research project are as initial survey, a satisfaction survey, a pre-test, and a post-test. The initial survey and the pre-test determined the necessity students had to consolidate their knowledge regarding grammar and apply those contents in a real life context. The post- test results revealed that there was a meaningful improvement in the level of grammar knowledge, which is demonstrated in the results analysis and interpretation. Once the study ended, the students concluded that the grammar video lessons are effective and useful to achieve independence in learning the English grammar rules. Students who were part of the intervention reached a level of autonomous learning which influenced mark- edly in the students grades as showed in the interpretation and analysis of the results. Additionally, students felt motivated because they had less “homework.” Thus, it is concluded that the grammar video lessons foster independent learning.

منهج التقعید النحویّ فی المذاهب النحویَّة (دراسة وصفیّة نحویّة)

المستخلص: سوف تحاول هذه الدراسة إمعان النظر في مناهج التقعيد النحوي في المذاهب النحوية المختلفة ؛ محاولة کشف اتجاهات المدارس النحوية في عملية وضع قواعد النحو ورسم ضوابطها ، وسوف تدلف إلى مناحي إفادة المذهب اللاحق من المذهب السابق أو المذاهب السابقة له . ولعل الذي دفع للتطرق لهذا الموضوع حاجة الدرس النحوي إلى کشف الستار عن طرق هذه المدارس النحوية في عملية التقعيد ؛ إذ يمکن لهذا الأمر أن يعطي إشارات لطبيعة اختلافات آراء العلماء النحويين في المسائل النحوية المختلفة والذي نجده متناثرا في المصنفات العديدة ، خاصة بين المذهبين الأولين (البصري والکوفي) ، وقد تظهر الدراسة بعض الحقائق عن جوانب من اجتماع علماء کل منهج من المناهج الثلاث المتأخرة ( البغدادي والأندلسي والمصري ) على بعض الرؤى النحوية التي تصلح لأن يوسم بها کل مذهب منها . وسوف يتتابع الحديث فيما يلي بدءا من تقديم قصير ، ثم التطرق إلى المذاهب النحوية الخمس البصرية والکوفية والبغدادية والأندلسية والمصرية ومنهج التقعيد النحوي في کل مدرسة ، ويختم بخاتمة يستبين فيها أهم ما توصلت له الدراسة من نتائج وتوصيات . Abstract: this study will attempt to examine the methods of grammatical grammar in various grammatical schools; try to uncover the grammatical schools' tendencies in the process of establishing grammatical rules and charting their disciplines. It will be divided into the following doctrines of the previous doctrine or the previous doctrines. Perhaps this has led to the need to discuss the subject of the need for grammar lesson to reveal the ways of these grammar schools in the process of escalation; it can give signals to the nature of the differences of opinion of grammar scholars in the various grammatical issues, which we find scattered in many works, especially between the two first schools The study may show some facts about the aspects of the meeting of scholars of each of the three late approaches (Baghdadi, Andalusian and Egyptian) on some of the grammatical visions that are suitable to label each doctrine. The speech will be followed by a short introduction, then the five grammatical doctrines, kufiyya, Baghdadiya, Andalusia and Egypt, and the grammatical approach in each school. It concludes by summarizing the main findings and recommendations of the study.

Captioning and grammar learning in the L2 Spanish classroom

ABSTRACTPrevious research has demonstrated the effectiveness of captioning in second language (L2) comprehension and vocabulary learning. However, little attention has been paid to its potential in supporting grammar development, another challenging area in L2 acquisition. In this research, we used a randomised control design to investigate the role of salience-raising through textually enhanced captioned video on L2 vocabulary and grammar development. The experiment for this study was integrated into a one-semester university L2 Spanish grammar course. Through four data-collection sessions, we targeted: the preterite/imperfect, copula verbs, gustar-type verbs, and the subjunctive. In each session, participants saw a short grammar lesson before an animated video, which included: (i) captions with textually enhanced target vocabulary, (ii) textually enhanced target grammar, or (ii) a no captioning control. Learners were then tested on their recognition and production of the target items. Results show clear effects of captioning on vocabulary performance. For some grammar structures, there were also positive effects of captioning on production, whereas for other grammar structures no such effect was uncovered. Altogether, these findings confirm the effectiveness of captioning on vocabulary, and illustrate specific difficulties related to grammar captioning, such as the role of structure-specific saliency in the grammatical input.

An Evaluation of Grammar Lessons in Selected Moroccan ELT Textbooks

This paper is built on the assumption that there are no perfect language teaching textbooks; therefore, it hopes to draw the attention of Moroccan ELT practitioners to the viability of using textbook evaluation to improve the quality of these teaching-learning materials. It aims to investigate ways in which grammar lessons are presented in three Moroccan second year Baccalaureate ELT textbooks currently used in public high schools. It examines the extent to which these lessons help both teachers and students meet the teaching-learning objectives. The study adopts a mixed methods approach and uses content analysis that combines both quantitative and qualitative data analysis techniques. Findings reveal that, although the three textbooks present their grammatical content in different ways, they succeeded in providing challenging grammar contents that suit the needs and interests of the learners. On the other hand, they demonstrate that these textbooks contain problems related to relevance of visual aids, gradation of grammar lessons and authenticity of grammatical examples. Finally, the study concludes with a number of implications that inform future EFL textbook design in Morocco.

Needs Analysis for Informatics Engineering Students as a Basis to Develop Teaching Materials on English for Specific Purposes

This research aims is to find and describe students' needs for ESP and find out students' perceptions of ESP teaching that has been running. This research is a descriptive research with a qualitative approach. The subject of this research was the first semester students of Informatics Engineering of STMIK STIKOM Indonesia. The data collection was done using online questionnaire on google form application. The data obtained were then classified so that the needs of Informatics Engineering students on English learning can be identified and then be described. The results of this research can be used as a reference for subsequent research, namely syllabus planning and the development of teaching materials of ESP. Referring to students awareness of the importance of speaking skill and the also the need of having grammar lessons as basis for their practical competence, it is a task for ESP lecturer to apply teaching strategies which are interesting, motivating and engaging to cover both areas in equal portion.

Register in English for Academic Purposes and English for Specific Purposes

AbstractSusan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in learners and novice writers themselves. This focus is illustrated in her bookReal Grammar: A Corpus-Based Approach to English(Conrad & Biber 2009, Pearson Longman), which takes many of the major register-based patterns of variation in English grammar (described in theLongman Grammar of Spoken and Written English,Biber et al. 1999) and translates them into practical grammar lessons for language learners, making explicit how grammar use is mediated by register. Her applied focus is also evident in her work as Principal Investigator for the Civil Engineering Writing Project <http://www.cewriting.org/>. The project, funded by the National Science Foundation, addresses the writing needs of Civil Engineering students through corpus-based register comparisons (of university student writing, practitioner workplace writing, and published academic writing), applying the results to the development and evaluation of pedagogical materials that improve students’ preparation for writing in the workplace.

Learners’ Attitudes towards Teachers’ switching to the mother tongue. The Case of Secondary school learners in Algeria

The current study investigated learners views towards the teachers' switching to the mother tongue in English as a foreign language (EFL) classes in secondary school in Algeria. It aimed at shedding some light on learners’ views towards the teachers’ switching to the mother tongue and different functions of code-switching (CS). A total of 120 secondary school learners participated in the study. The study concluded that learners have positive views toward the teachers' use of their mother tongue in EFL classes. It is used mainly to translate unknown vocabulary and explain grammar lessons.

Using ethnography and ‘real literacies’ to develop a curriculum for English literacy teaching for young deaf adults in India

ABSTRACT This paper reports on an international collaborative project working with deaf learners of English literacy (19–28 years old) in five locations in India: Indore; Vadadora; Comibatore; Pattambi; and Thrissur. Indian Sign Language (ISL) was the language of instruction. The project drew on a social practices view of literacy. Deaf peer tutors were trained in creating lessons using authentic materials: texts collected from students’ everyday lives. Tutors and students shared content via an online teaching resource. In the paper, the authors draw on notes from the training, tutor and student data, to clarify the strengths and challenges of this approach. Real literacies were used fruitfully, but authentic texts could be complex and grammar lessons were often unrelated to these texts. This challenged our assumptions about the applicability of the real literacies concept to pedagogy. Nevertheless, the study confirms the value of an approach that privileges ISL, peer tuition and online materials.

THE EFFECT OF CONSTRUCTING AND ANALYZING MODEL IN ENHANCING TERTIARY EFL LEARNERS’ GRAMMAR AND WRITING ABILITY

This research aimed at examining the effect of Constructive and Analyzing Model on learners’ grammar mastery and writing ability at the university EFL context. The study also attempted to seek the light on how they perceived about the implementation of the model in learning grammar integrated with writing activities. A quasi-experimental with pretest–posttest non-equivalent control group design was employed, involving 49 university learners. Cloze-grammar tests and questionnaire were used to collect the data. Before administered, the instruments were tried out in a pilot class to establish validity and reliability. The experiment group was engaged in CAM activities following five major phases, such as text observation, form/function and discourse connection, grammar exploration, peer and reflective feedback, and comprehension check and clarification, meanwhile the control group received no treatment and was taught by using an ordinary method. The independent sample t-test was performed using SPSS 25 to investigate the difference of grammar mean score between these two groups in terms of S-V agreement and tenses. The results revealed that the Sig. (2-tailed) values of the experiment group and the control group were .015 and .586 respectively, and the significance value between the groups was .039. The findings showed that there was a significant difference on the grammar score between the experimental group and the control group. It revealed CAM could assist learners not only to understand grammar lesson more easily but also to make a use of their grammatical knowledge in writing more accurately. Furthermore, most of the participants perceived positively towards the implementation of CAM in learning grammar. Since the implementation of CAM is effective in grammar class, ELT practitioners are suggested to apply this model on other skills in different areas.&nbsp