Grammar Teaching Methods Research Articles

Grammaticality in Writing Skills of L2 English Learners: Challenges in Pakistani Academic Setting

This study examines how second-language English learners' grammar issues differ in rural and urban Pakistani schools. This study is quasi-experimental. The study uses a quantitative approach and SPSS-analyzed writing test samples. The key findings reveal that pupils struggle to understand complicated syntactic structures like qualifiers, adjectives, adverbs, and adjunct and complement categories, even though they understand subject-verb agreement. Lack of resources and poor language education exacerbate these issues in rural areas. Teachers emphasize the need for the government to improve English grammar education and the necessity for custom learning aids to help rural students with their particular issues in grammar and syntax. Teachers also want enhanced professional development to master advanced grammar teaching methods. Students expressed mixed confidence in their grammatical skills since they were unsure how well they comprehended complex grammar principles. To assist students in comprehending and using grammar rules, the study recommends adding more interactive and relevant grammar assignments to courses and using the process-genre technique. The results also demonstrate the need for teachers to continue to study and have support networks to ensure good language sessions. Policy suggestions include equipping schools, especially rural ones, modifying the curriculum, and funding teacher training. This study enhances Pakistani second language learners' academic and employment prospects by identifying grammar issues and providing writing tips. Thus, it expands ESL instruction.

Student’s Mastery Of Grammar In Simple Present Tense

This journal aims to analyze students' level of grammar mastery in using Simple Present Tense at school. Research was carried out through data collection. The results of the analysis show that the majority of students still experience difficulties in mastering the use of Simple Present Tense. There are common mistakes such as using inappropriate auxiliary words, adding -s/es to the wrong verb, and using inappropriate adverbs of time. However, there are some students who show good mastery in using this tense. In conclusion, this research shows the importance of supporting students' grammar mastery in the Simple Present Tense. Educators need to provide appropriate exercises, such as using example sentences and direct interaction in class, to help students overcome their difficulties and improve their mastery of these tenses. Apart from analyzing the difficulties students face in mastering the Simple Present Tense, this research also explores factors that might influence their mastery. Factors such as language background, training intensity, and grammar teaching methods were also considered in this study. The research results show that students' language background can influence the level of mastery of Simple Present Tense grammar. Students who have a language background that is more similar to English tend to have better abilities in understanding and applying these tenses.

The Effect Of Text-Based Grammar Teaching Method On Unprepared Speaking Skill (8th Grade Girl Students Example)

Metin temelli dil bilgisi öğretimi, ana dilin kullanım alanlarından, metinlerden, hareket ederek dil bilgisi kurallarını anlamlı bir bütün halinde sezdirmeye dayanan bir yaklaşımdır. Bu yaklaşımla öğrencilere dil bilgisi kurallarını ezberletmek yerine yazılı ve sözlü metinlerdeki örnekleri hissettirilir ve diğer dil becerilerinin gelişmesine katkı sağlayan bir dil bilgisi öğretimi yapılmış olur. Bu çalışmada metin temelli dil bilgisi öğretim yönteminin hazırlıksız konuşma becerisine etkisi araştırılmıştır. Çalışmada nicel yöntemlerden biri olan ön test-son test kontrol gruplu yarı deneysel desen kullanılmış ve araştırma Mersin ili, Akdeniz ilçesindeki Akdeniz İmam Hatip Ortaokulu 8. sınıf kız öğrencileri üzerinde yapılmıştır. Araştırmada veriler, araştırmacı tarafından geliştirilen ve güvenirliği araştırma sırasında kanıtlanmış olan “Konuşma Becerisi Gözlem Formu” ile toplanmış ve SPSS 20 paket programına aktarılmıştır. Araştırma verileri üzerinde tek faktör üzerine tekrar eden ölçümler için iki faktörlü ANOVA analizleri yapılmıştır. Çalışma sonunda, metin temelli dil bilgisi öğretim yönteminin, öğrencilerin konuşma becerisini geliştirmede geleneksel yöntemlere göre daha etkili olduğu görülmüştür.

The Dilemma of Utilising the Present Perfect Tense in English Writing by Arab English Learners

This study diagnoses the challenges of foreign language learners in using the present perfect tense when writing in English. Most foreign language learners fail to correctly write sentences using the present perfect tense and substitute it with the past tense. The researchers suggest an instructional program based on steps for teachers to solve the problem of the present perfect tense. The study sample is twenty students in the seventh grade in one of the government schools for girls. The researchers asked the participants to write sentences using the present perfect tense. After analysing students' sentences, the researchers detected many incorrect cases of using of the present perfect tense and highlighted the incorrect usage for discussion. The results show that most errors stemmed from Arabic words interfering with English. The present perfect tense presents more significant challenges for Arab students than the simple past tense. The study showed that students' native language influences English grammatical structure use. These results have significant implications for how the mother language affects EFL classrooms. The results also reflect the students’ misunderstanding of the meaning of the present perfect since they are unfamiliar with the function of the present tense. Finally, teachers are part of the problem because they follow the traditional grammar teaching method, which focuses on structure rather than function. The researchers suggest a series of recommendations based on the study's findings.

Exploring students’ perceptions of English grammar learning and its pedagogical implication at Vocational High School

Grammar is the system of language which deals with the form and structure of words in making sentences well, therefore grammar plays an important role in English subjects. Yet, many students place grammar as the last choice in English subjects, especially students at Vocational High Schools (VHS) who learn English as English for Specific Purpose (ESP) learners, and they are focused on production skills rather than language skill knowledge (Mahbub, 2019). Therefore this study was held to investigate VHS students’ perceptions of English grammar learning to understand and complete their needs in the class. This study was conducted on a VHS with 112 eleventh graders as the participants. This study obtained quantitative data through a survey by distributing a questionnaire adapted from Xiao (2019), Arif (2016), and Sopin (2015) with three main aspects such as students’ attitudes, students’ learning styles, and grammar teaching method preferred by students in English grammar learning. This study revealed that students at this VHS have positive attitudes toward English grammar learning, they also like guided learning styles, and prefer varied teaching ways from the teacher in learning English grammar.

Philippine English and Global Englishes-inspired grammar teaching

ABSTRACT This article forwards a framework for making English grammar teaching Philippine English (PE) and Global Englishes (GE)-inspired. It proposes a constructive alignment between and among grammar teaching approaches, methods, and techniques which draws grounding from PE and GE, and treats pedagogies as safe spaces for a local variety of English. It presents a mapping of the K–12 English curriculum for grammar in the Philippines and the corresponding PE syntactic features which may serve as grammar teaching contents. Further, the article posits that for grammar teaching in English-as-a-second language contexts such as the Philippines to be PE and GE oriented, a starting point is engendering an understanding of the global spread and the plural nature of English and the recognition of the aptness of local varieties as pedagogical norms.

Exploring China’s English Grammar Teaching Methods under Different Concepts and Perspectives in the New Era

Exploring China’s English Grammar Teaching Methods under Different Concepts and Perspectives in the New Era

THE DIFFERENCES OF GRAMMAR TEACHING METHOD USED BASED ON THE TEACHERS’ LENGTH OF TEACHING EXPERIENCES

The preference in implementing the suitable method in teaching English grammar is important to be considered in order to achieve the learning aims effectively. This study attempted to investigate the differences of grammar teaching method used by the English teachers based on the length of teachers’ teaching experiences. The explanatory mixed methods design was carried out in this study. Eighty English teachers at the junior high schools in North Bengkulu regency were the participants of the study. The quantitative data were collected through distributing the questionnaire to 80 English teachers. Meanwhile the qualitative data were collected through interviewing eight teachers and observing the classroom teaching practice of three teachers. The results showed that based on the length of teachers’ teaching experiences, the frequently grammar teaching method used similarly was Task-Based Language Teaching (TBLT). The differences were found in the kind of the tasks given and in the implementation of the TBLT in teaching and learning process. This study gives insights for the English teachers to reflect on their grammar teaching in the classroom.

Students’ Perspectives Toward Grammar Teaching Methods in English Language Education Study Program

The purpose of this research is to elucidate students' perspectives on grammar teaching methods. It observed 5th-semester students from the 2019 academic year, in English Language Education Study Program. Five students were chosen at random from each class, so the total sample for this study was 25. The descriptive quantitative research method was applied to this study. The information was gathered using a questionnaire that represented two grammar teaching methods: explicit and implicit. Each one consists of six statements, with several options for students to choose from, including strongly agree, agree, neutral, disagree, and strongly disagree. The findings revealed that each student has a different perspective on what method is required. The questionnaire results showed that approximately 80% of students agreed with every statement in the explicit method, and the majority of them chose neutral to the statements in the implicit method, with an average percentage of 37%-70%. As a result, students can be taught using both implicit and explicit methods, as both have advantages, and it is determined by the needs of each student.

Using grammar consciousness-raising tasks to enhance students’ narrative tenses competence

Enhancing learners’ grammar competence basically improves their communication skills. Nevertheless, the question of which grammar teaching technique is highly useful for the purpose is arguable. In light of that, this study was set out to examine the effects of using grammar consciousness-raising tasks in enhancing students’ narrative tenses competence vis-à-vis the conventional method in which grammar is taught mainly through teacher explanations and sentence level practices followed by corrective feedback. To this end, the study included a total of 90 grade eleven students in the experimental and the comparison groups. In the intervention which lasted for five weeks, the experimental group participants were taught narrative tenses via consciousness-raising tasks, and the comparison group ones were taught the same grammar features via the conventional method. Tests and semi-structured interviews were employed to collect data. The findings revealed that grammar consciousness-raising tasks were more effective than the conventionally used grammar teaching method in improving students’ ability to understand and use the target grammar features. Moreover, data from the interviews showed that participants in the experimental group had positive perceptions about grammar consciousness-raising tasks. Based on the findings, it was recommended that grammar consciousness-raising tasks should be used in the teaching of grammar.

한국어 문법 교육 연구 동향 분석

The purpose of this study is to examine the grammar education research of Korean pedagogy to explore the direction of Korean grammar education research. In order to this end, we have selected 678 of the domestic journal paper by the study of the papers retrieved by the keyword “Korean Grammar Education”. Referring to the preceding study, the subject was classified as grammar education general, grammar system, grammar elements, grammar use aspects, grammar teaching methods, grammar teaching materials and grammar evaluation areas. The research type was classified as a primary study including three median and a secondary study including four median. The subject side trends of the Korean grammar education study are as follows; studies on the expression in the form of lumps, studies on the function of the speech act and pragmatics, studies on the teaching method based on the actual class, studies on the development of localized grammar textbooks were increased. In terms of research types, Korean grammatical education research tends to be devoted to the secondary study, but only the primary research ratio was significantly higher in the grammar use aspects area. The Korean Education academics must find what research methods suitable for each subject of Korean grammar education research.

Research on Online and Offline Teaching Practice of College English Grammar Teaching Based on O2O Model

Grammar is an important part of English teaching. To learn English well, you need to master grammar skills. Traditional grammar teaching methods are relatively simple, and the teaching effect is not ideal. The use of online and offline teaching modes enriches the content and form of grammar teaching, and mobilizes students’ enthusiasm for participating in grammar learning. Based on this, this article analyzes the current situation of college English grammar teaching and the necessity of implementing online and offline teaching, and proposes online and offline teaching practice paths for reference.

تقويم مهارات الضبط الإعرابي في مقرر لغتي الخالدة في ضوء معاييرها.

هدفت الدراسة الحالية إلى التعرف على مهارات الضبط الإعرابي المناسبة لطلاب المرحلة المتوسطة في مقرر لغتي الخالدة، ومعرفة مدى تمکن طلاب المرحلة المتوسطة من مهارات الضبط الإعرابي، والوقوف على تصور مقترح لتنمية مهارات الضبط الإعرابي لدى طلاب المرحلة المتوسطة، ولتحقيق أهداف البحث، تم إعداد أداتين وهما: قائمة مهارات الضبط الإعرابي المناسبة لطلاب الصف الأول المتوسط. اختبار تحصيلي لقياس مهارات الضبط الإعرابي لطلاب الصف الأول المتوسط. على عينة تکونت من (53) طالبا من طلاب الصف الأول المتوسط بالمدارس المتوسطة الحکومية في محافظة رابغ، تم اختيارها بالطريقة العشوائية البسيطة، وتوصلت الدراسة في نتائجها إلى ضعف درجة تمکن طلاب الصف الأول بمحافظة رابغ من مهارات الضبط الإعرابي، بدرجة تمکن (59.8%). وتمثلت أعلى درجة تمکن لدى الطلاب في مهارة ضبط الفهم حيث بلغت (74.1%). بينما کانت أقل درجة تمکن في مهارة ضبط التحليل (53.1%). کما تمثلت أعلى مهارات الضبط الإعرابي لدى طلاب الصف الأول المتوسط في تحديد نوع الکلمة في الترکيب النحوي بدرجة تمکن (80.2%). وأقلها في تحليل مشتقات الجملة إعرابيا إلى جذورها اللغوية بدرجة تمکن قدرها (28.3%). وفي ضوء نتائج الدراسة تم وضع تصور مقترح لتنمية مهارات الضبط الإعرابي لدى طلاب الصف الأول المتوسط. وأوصى الباحث بضرورة العناية بالجانب التطبيقي في تدريس قواعد الضبط الإعرابي أکثر من العناية بالجانب النظري فقط. والعناية بتطوير مقرر النحو لطلاب الصف الأول المتوسط کي يتناسب مع خصائص الطلاب ومستوياتهم العلمية. وأهمية تکثيف الدورات التدريبية لمعلمي اللغة العربية في مجال استخدام طرق تدريس النحو بشکل خاص. The study aims to identify the appropriate declension accuracy skills for middle school students in the Arabic Language course, as well as identifying the extent to which intermediate school students are able to master declension skills and to find a suggested perception for developing declension accuracy skills among middle school students. In order to achieve the objectives of the research, two tools were prepared: a list of declension accuracy skills suitable for first-intermediate grade students, and an achievement test to measure declension accuracy skills for first-grade intermediate students. The sample of the study consisted of (53) students from the first grade of intermediate schools in public intermediate schools in Rabigh Governorate. They were chosen by the simple random method. The results of the study indicated a weak mastery degree of first-grade students in Rabigh governorate to the declension accuracy skills, with a degree of ability (59.8%). The highest score for students was represented in the skill of adjusting their comprehension, reaching (74.1%), while the lowest degree of mastery was in the skill of adjusting analysis (53.1%). The highest declension skills of the first intermediate grade students were in determining the type of word in the grammatical structure with a mastery degree of (80.2%), where the lowest was in the analysis of the derivatives of the sentence in the syntax to its linguistic roots, with a degree of (28.3%).The researcher recommended the need to pay attention to the practical aspect of teaching declension accuracy rules more than just the theoretical aspect, and to take care of developing a grammar course for first-grade students in order to match the students' characteristics and academic levels. The study also recommended intensifying training courses for Arabic language teachers in the field of using grammar teaching methods in particular.

The Effect of Grammar Teaching Methods on Students’ Writing Skill

This study investigates the effect of grammar teaching methods on students’ writing skill in secondary level. The study was based on action research, carried out in the academic year 2017 in one of Sudanese secondary schools. The participants were in second year. They studied English for the same number of years (6 years).The study followed two different methods of grammar teaching: 1) grammar in 'context' and 2) in 'isolation' to assess which method is more beneficial for English learners to write grammatical error-free composition. Students were divided into two groups: control and experimental groups.For the purpose of high measurement, participants in the two groups sat for apre English test on writing. The results showed that P-value of T-test (0.567) was greater than significant level (0.05) which means there was no statistical difference between experimental and control groups in the pre-test. Then the experiment was run; teaching the two groups using different methods.The control group was taught grammarin isolation method; where experimental group was taught grammar in context.Instructions lasted for two months and the two groups had the same writing test. The results indicated that P-value of T-test (0.000) was less than significant level (0.05) which means there was statistical difference between experimental and control in post-test. Finding showed that: teaching grammar ‘in context’ helps students to produce better writing than teaching grammar ‘in isolation’.

Grammar Teaching: A Case Study of a Pakistani School in Sultanate of Oman

Grammar constitutes an essential element in the learning and teaching of any language. English as a foreign language is being taught in Pakistani government-run schools and in non-elitist private schools. The focal question in this paper centers on the several implications of the teaching process of grammatical concepts. The main aim of this research study is to find out the methods adopted in the teaching of grammar and whether these methods are updated with recent methods recommended in recent research on effective teaching and learning. The content analysis of books and review of teaching methods are used as methodological tools. The results suggest that the grammar teaching methods are outdated, the text material contains misleading explanations, and lack understanding of descriptive linguistic concepts on grammar. The core recommendation is that the grammar teaching methods and text material in question should be reviewed and updated with a more up-to-date material. The significance of the study lies in the fact that it will shade light on the teaching practices of grammar and review updated research on the teaching of grammar, which need consideration in teacher training programs and study material design.

Grammar teaching of EFL learners in context and through discourse approach

"In this article, the author analyses the teaching of grammar to students as a foreign language in the context and with a discursive approach. The author argues that this approach is a very important and necessary part of the process of understanding and perception, since the contextual meaning of a sentence tends to include much more than the literal meaning of the sentence. Therefore, a comprehensive study of this issue will help teachers improve grammar teaching methods in context and through a discursive approach. Moreover, scientists tend to side with the language socialization hypothesis and hold that grammar in a first or second language is acquired through the learner’s repeated and meaningful experience with contextualized discourse, in which grammar is a structural resource that may or may not get explicitly analyzed by the learner as she or he observes and/or engages in meaningful interaction. In this regard, the author has made thorough research on teaching grammar as a foreign language and aims to address practical teaching issues and to help teachers find the possible ways to benefit students. "

An Innovative Analysis of Japanese Grammar Teaching Methods from the Perspective of Intercultural Communication

Grammar is an important basic knowledge of Japanese teaching. In the teaching of grammar, etc., it is necessary to pay attention to the cultivation of students’ intercultural communication skills. However, in the current Japanese grammar teaching, there are some problems, such as insufficient cross-cultural input. Based on this, this paper first analyzes the problems in the current Japanese teaching, then comparatively analyzes the teaching content, ideas and methods commonly used in the current Japanese teaching, and points out which ideas and methods are suitable for Japanese teaching from the perspective of cross-cultural communication. Based on the exploration, effective methods of Japanese grammar teaching are indicated for cross-cultural communication.

ENGAGING STUDENTS IN A FLIPPED CLASSROOM INSTRUCTION: JUNIOR HIGH SCHOOL GRAMMAR PROGRAM

The importance of grammar pedagogy in learning and teaching of foreign language has been the focus of discussion for many years which has resulted in a variety of views on grammar and grammar teaching and different teaching approach as well depend on various perspectives and contexts of language learning. The present study reports students’ perception on flipped classroom mode in learning English grammar. Drawing on classroom action research through reflective journal, photo elicitation and interviews data. Qualitative findings show that: All of the students enjoyed watching the video materials and had an interest in using them for learning grammar; (2) the use of the flipped classroom mode in learning grammar made students’ independent and active in learning grammar; (3) flipped classroom engaged them in learning grammar in different discourse contexts; (4) flipped classroom mode motivated students in learning grammar. The findings of this study may be useful to other researchers who are interested in EFL teaching innovation or teachers who seek effective grammar teaching method.

Teaching Grammar: Professional Needs of Saudi EFL Instructors

Grammar teaching has been a long tradition in EFL instruction in various parts of the world and Saudi Arabia is no exception to this. However, various approaches to teaching grammar have emerged over a period of time. For this, professional development (PD) programs are designed to meet the EFL teachers’ needs by enabling them to use a range of approaches and techniques. To do this successfully, professional needs analysis of teachers is essential. The present study investigates the beliefs of teachers regarding the use of various teaching approaches for grammar teaching and their need for professional development (PD). Questionnaire survey was conducted among 50 randomly chosen EFL teachers at a public sector university. The results showed that EFL teachers deem grammar as a foundational framework for teaching English as a foreign language. Furthermore, grammar is thought to be a major factor in developing accuracy and correct use of EFL. Moreover, the teachers have the theoretical knowledge of various grammar teaching methods using TBL, PBL and CLT. However, they need to develop practical skills for grammar instruction. Thus, the study recommends that the universities in Saudi Arabia need to arrange regular PD programs so that the EFL teachers with modern methods to teach English grammar successfully.

Grammar Teaching: A Case Study of a Pakistani School in Sultanate of Oman

Grammar constitutes an essential element in the learning and teaching of any language. English as a foreign language is being taught in Pakistani government-run schools and in non-elitist private schools. The focal question in this paper centers on the several implications of the teaching process of grammatical concepts. The main aim of this research study is to find out the methods adopted in the teaching of grammar and whether these methods are updated with recent methods recommended in recent research on effective teaching and learning. The content analysis of books and review of teaching methods are used as methodological tools. The results suggest that the grammar teaching methods are outdated, the text material contains misleading explanations, and lack understanding of descriptive linguistic concepts on grammar. The core recommendation is that the grammar teaching methods and text material in question should be reviewed and updated with a more up-to-date material. The significance of the study lies in the fact that it will shade light on the teaching practices of grammar and review updated research on the teaching of grammar, which need consideration in teacher training programs and study material design.