Grammar Practice Research Articles

Grammar in ELT and ELT Materials: Evaluating its History and Current Practice (Second Language Acquisition, 164) (Book Review)

The teaching of grammar in ELT has evolved from the grammar-translation method to communicative language teaching, where the focus of grammar teaching is not entirely on language forms, but rather involves learners in the pragmatic and functional uses of authentic language for meaningful purposes (Brown & Lee, 2015). Despite its evolution, exact rules on what grammatical structures to teach and the order in which they should be taught have never been fully addressed due to a lack of consensus from experts in the field. English language teachers may then rely on intuitions about what grammatical point is important without any empirical evidence. In response, Graham Burton’s book Grammar in ELT and ELT materials investigates the current and historical practice of pedagogical grammar in ELT and ELT materials, especially for general English teaching. The book also presents interviews with ELT authors and publishing professionals to explore evidence on how learners use grammar and current classroom practices. [First Paragraoph of Reviw]

ANALYSIS OF THE TRANSLATION OF COLORS FOUND IN W. SHAKESPEARE’S SONNETS 1-126

This article presents the analysis on the colors used by W. Shakespeare in Sonnets 1-126 dedicated to a young man, and their translation in Samuil Marshak’s and Khamit Yergaliev’s variants. The most frequently used colors in the Sonnets 1-126 of the English writer are revealed in this work. Excerpts from the Sonnets with colors using are given and compared with their Russian and Kazakh translations. The purpose of this study is a detailed analysis in three variants of the colors appeared in W. Shakespeare’s sonnets 1-126. In the process of scientific work, the differences and similarities of the translated variants, as well as the features of each writer, are determined. The idea of the article is to compare the translation of colors in these Sonnets, to identify the colors most frequently used by the author and by the translators, to allocate the colors into thematic groups of sonnets proposed by A. Anikst. The scientific significance of this work lies in the insufficiency of research on the interpretation of colors in translated variants of W. Shakespeare’s sonnets. The practical significance of the study is determined by the usefulness of the presented data and results in the classes on the theory and practice of translation, comparative lexicology and grammar. In the article, the methods of analysis and synthesis, the sorting method, the comparative method were widely used and led to corresponding results. This research work will be able to give direction for further research on the analysis of the translated variants of the Sonnets, the translation of English colors into Russian and Kazakh languages. Keywords: translation of the Sonnets, indirect translation, colors translation, complex colors interpretation, the thematic groups of the Sonnets, Shakespeare’s color palette, translation transformations, comparative analysis.

Developing Website English Learning Application with Google Site to Enhance Grammar Understanding

Grammar understanding is the main point to get the English skill. This study explores the development of a website-based English learning application aimed at enhancing grammar understanding, utilizing Google Sites as the platform. The application was developed following the System Development Life Cycle (SDLC) - Waterfall Model, encompassing phases of requirements analysis, system design, implementation, testing, and deployment. The primary objective was to create an accessible, user-friendly platform that provides comprehensive grammar tutorials, interactive exercises, and quizzes to reinforce learning. During the development process, key user needs were identified, leading to the design of a structured and responsive website. The implementation phase focused on integrating multimedia content and interactive elements to engage learners and facilitate effective grammar practice. Testing involved both functionality and user experience assessments, with feedback indicating that the application successfully supported grammar learning, though some improvements were recommended for clarity and content breadth. The study concludes that using Google Sites for educational purposes offers a practical solution for creating accessible learning tools. The application demonstrated significant potential in enhancing grammar understanding among users, with future improvements suggested to expand the range of topics and interactive features. This project provides a foundation for further exploration of web-based language learning applications using low-cost, widely available platforms.

Penggunaan Tata Bahasa Netizen Dikolom Komentar Instragram Yang Membicarakan Tentang Pemilu 2024

Abstract This study aims to investigate the use of netizen grammar in the Instagram comment section discussing the 2024 Election issue, with a focus on language style, conversational patterns, and their impact on public opinion and the democratic process. Employing a qualitative approach, data for this research were collected through direct observation of netizen comments on Instagram. When netizens engage in communication about political issues like the 2024 Election, the grammar they use plays a crucial role in shaping how messages are conveyed and received. This study highlights several common grammar mistakes that may occur, such as spelling errors, improper punctuation usage, and the use of impolite language. For instance, the use of "hati2" instead of "hati-hati" and inconsistent capitalization in "Pak" when used in a context of respect. Analyzing these grammar errors not only aids in understanding how netizens communicate online but also demonstrates their potential impact on public opinion. For example, grammar mistakes can diminish the quality of the message conveyed and influence how it is perceived by readers. Through specific examples, such as errors in sentences expressing prayers for a candidate, this study illustrates how grammar mistakes can reduce communication effectiveness and lower the quality of online discussions. Furthermore, the research underscores the importance of consistency in using formal language in political contexts. Formal language not only reflects politeness in communication but also strengthens public trust in the messages conveyed. Therefore, by improving understanding and practice of correct grammar, it is hoped that online political discussions can become more productive, meaningful, and constructive. The benefits of this research also extend to identifying grammar errors that can affect perceptions of political figures or issues discussed in the context of the 2024 Election. By gaining a better understanding of the dynamics of political communication on social media, it is also possible to enhance public participation in the democratic process. Overall, this study seeks to provide insights into how netizen grammar in Instagram comment sections can influence interactions and public opinions on sensitive political issues. Thus, this research is relevant not only to academics in linguistics and communication but also to political practitioners and the general public seeking a deeper understanding of social media's role in shaping political perceptions and participation.

Towards Technical Fluency: Assessing the English Language Needs of Mechanical Engineering Students in a University ESP Context

This study investigates the English language needs of Mechanical Engineering students in a university ESP class. Through a questionnaire distributed to 21 students, the findings reveal that 81% recognize the crucial role of English proficiency in their academic and professional pursuits. Specific language skills such as vocabulary and grammar practice are considered important, emphasizing the overall significance of language proficiency. The research underscores the importance of reading tasks, with technical documents, textbooks, and instructions deemed essential. However, a lack of emphasis on oral communication skills is evident, as tasks related to speaking are generally considered non-essential by the majority of students. While specific listening skills in certain contexts are valued, the study also points to a need for curriculum development in oral communication. Writing tasks, particularly SOPs and technical reports, are highly valued, but other forms of writing receive less emphasis. The study provides valuable insights into the linguistic needs of Mechanical Engineering students, offering guidance for curriculum development and instructional strategies to enhance their language skills for academic and professional success.

Assessing the Effectiveness of Quizizz Mobile App in Improving Grammar Competence among EFL Students

With the increasing popularity of mobile technology, there is growing interest in exploring its potential for enhancing learning outcomes. This study aimed to investigate the impact of using Quizizz, a mobile application, on high school students’ grammar competence and their perceptions of the app for grammar learning. The study employed a mixed-methods approach with a quasi-experimental design, involving 92 11th-grade students at a high school in Vietnam. The experimental group received 17 weeks of grammar instruction using Quizizz, while the control group received traditional instruction. The results revealed that students in the experimental group significantly outperformed their peers in the control group, highlighting the positive impact of Quizizz on high school students’ grammar competence. Additionally, students’ perceptions of Quizizz for grammar practice were generally positive, as indicated by the questionnaire and interviews. The findings suggest that Quizizz can be an effective tool for enhancing grammar learning in high school students, and teachers should consider incorporating more mobile learning tasks into their instruction. Further research is needed to determine the generalizability of the results to a larger population of EFL learners.

Didactic potential of mobile applications in the practice of teaching Russian as a foreign language

Importance. Over the past ten years, mobile applications for learning a foreign language have gained great popularity and have occupied their niche among other information and communication technologies. In this regard, the task of identifying the didactic potential of mobile applications offering the study of the Russian language as a foreign language is relevant.Materials and Methods. The research material is the content of mobile applications for learning Russian as a foreign language. The following methods are used during the study: directional sampling method, descriptive-analytical, comparative, included observation method, systematization, classification, modeling.Results and Discussion. The work presents the results of an analysis of 6 mobile applications designed to study the Russian as a foreign language, the advantages and disadvantages of each of the applications are identified, their specialization is determined. When assessing the didactic potential of mobile applications in the practice of studying the Russian as a foreign language, we use the following criteria: structured training, tasks diversity and quality, the presence of elements of individualization and differentiation, and a number of others.Conclusion. Each of the considered applications is designed to solve certain didactic problems: Memrise and FunEasyLearn – to increase lexical stock; Duolingo – for working out grammatical constructions; Lingualeo – for working with authentic texts; Busuu – for communicating with a native speaker and developing writing and speaking skills; Kalinka – for detailed study and practice of grammar of the Russian language.

Kompetencja fleksyjna osób niemownych

The content of this paper constitutes an introduction to the issue known as inflectional competence, which refers to people affected by speech inability. Inflectional competence is based on the theory and practice of internal grammar, thanks to which it is treated as a brain function, a component of the subconscious mechanism of composing linguistic elements, a kind of competence which enables, above all, the reception of inflectional forms that signal syntactic functions and contribute semantic information. Such an approach makes it possible to relate the inflectional competence to people who are prelingually deprived of the gift of speech (in this context language), and hence, do not take up activities which a speaking person performs with the use of language. At the same time they do not recognise reality at the level of language-able people and do not convey its interpretation to other participants of social life. In the applicational part of the work, attention was paid to the very process of equipping a prelingually language-disabled person in inflectional competence, which takes place with the use of therapeutic systems and methods that belong to the sphere of activity known as Augmentative and Alternative Communication.

The Influence of Haiku Composition Tasks on the Development of Academic Writing Skills: A Qualitative Analysis

The inclusion of literary texts, particularly poetry, is not a common practice in the language classroom. However, the available empirical evidence, albeit relatively scarce, does suggest that poetry, when correctly employed, is likely to be beneficial for second and foreign language learners. This teaching material has been used to teach and develop areas such as vocabulary acquisition, grammar practice, and even motivation as well as the four macro-skills in language, namely listening, speaking, reading, and writing. The use of poetry in language instruction emphasizes the predominant role of learners in authentic literary production. As such, this research paper focuses on the qualitative aspect of a mixed-methods study about the effects of haiku composition tasks on the development of academic writing skills. The participants of the study were 30 English as a foreign language (EFL) pre service teachers. As part of the data collection process, the participating students were asked to write short argumentative essays at the beginning and at the end of a six-week intervention that promoted the composition of haiku. After the intervention, an open-ended questionnaire was administered to identify and describe the participants’ perceptions regarding how haiku composition influenced their academic writing skills. The results of the study show that the great majority of the participants agreed that haiku composition furthered the development of their academic writing skills and vocabulary acquisition. The findings of the study corroborate the existing experimental findings as to the value of poetry-based tasks for second and foreign language learning. Thus, we conclude that the inclusion of poetry in the language classroom ought to be promoted through activities that, while being personal and meaningful to the students, allow for the development of language proficiency.

THE USE OF VIDEO MATERIALS IN FLT: A CASE STUDY AT FOREIGN LANGUAGES DEPARTMENT OF TNPU

With the increasing use of innovative approaches to foreign languages teaching (FLT), video materials have become more accessible and easier to incorporate into the process of language acquisition. Additionally, the COVID-19 pandemic has accelerated the use of online learning, and video materials have become an important tool for distant language teaching. The article deals with theoretical and practical aspects of the usage of video materials in language teaching and learning. In the course of research surveys were made to determine the range of purposes and varieties of the most common uses of video resources. Examples of how technology has been used to support the use of video materials in language teaching and learning have been provided. The potential benefits and challenges of using video materials in language teaching and learning have been outlined. It has been justified that video materials promote language learners’ motivation, influence vocabulary growth providing an efficient and effective way to learn real-life language. The most common ways of the applying of video materials for individual work have been considered such as listening and comprehension practice; vocabulary building; grammar practice; pronunciation practice, cultural immersion; independent research and collaborative projects

Teachers and Students Perceptions of Grammar Teaching in Curriculum 13

This research is aimed at investigating teachers’ and students’ perceptions on the role of grammar in English teaching learning and how grammar is taught in curriculum 13. The research employed a qualitative descriptive design. The data were gathered through questionnaire and interview. The participants involved in this research were three English teachers and thirty students of grade X and XI in a private senior high school in Bandung. The findings revealed that the teachers and students had the same view about the importance of grammar both in language teaching learning and communication. Although the majority of them agreed that the knowledge of grammar is beneficial in both speaking and writing activities, there were a few of them who disagreed its importance in speaking. Furthermore, teachers and students in this research were aware that grammar in the curriculum 13 is more appropriate to be taught under Communicative Language Teaching (in which grammar is taught integrated into communicative activities, inductively, and with contextualized grammar practice) than under Grammar Translation Method (in which grammar is taught in separate lesson, in deductive approach, and emphasizing practice of patterns). From the findings, it was recommended that grammar needs to be taught in the current curriculum using Communicative Language Teaching method.

ANALYSIS OF RESOURCES FOR TEACHING ENGLISH GRAMMAR IN THE CONDITIONS OF BLENDED AND DISTANCE LEARNING IN HIGHER EDUCATION INSTITUTIONS

The article deals with online services and tools as resources for teaching English grammar in a blended and distance format in synchronous and asynchronous modes. Online resources are systematised by their purpose: for presentation, practice and testing of grammatical structures. The main tools for presentation of grammar in a blended and distance format are various forms of visualisation of learning material, as the use of different forms of structuring and visualisation contributes to a more effective perception and memorisation of information. Such forms are divided into static images and video explanations. Online resources in the category of English grammar practice include various types of exercises, activities, tests and text tasks for controlled practice and automation that students can complete online in synchronous and asynchronous mode. The category of resources for testing grammar knowledge includes synchronous and asynchronous testing and/or control tasks also in an online format. The online resources for teaching English grammar are also categorised by their origin and the role of the teacher. According to this criterion, online resources for teaching grammar can be divided into the following groups: ready-made, where the teacher acts as a user of a suitable online resource; adapted, where the teacher uses already created online resources, but changes them to some extent in accordance with his/her educational context; original, where the teacher is the author of the resource, independently develops and creates it, chooses the appropriate format, platform, control methods, evaluation criteria, etc. For each category, the advantages and disadvantages of use are indicated, as well as examples. The main factors for choosing a particular resource are its relevance to the needs of the educational context and ease of use

Developing English Material For Sharia Economy Study Program at IAIN Palopo

The purpose of this developmental research is to develop English material for Sharia Economy Study Program. It aims to determine the textbooks' feasibility, and to ascertain students' responses to the ESP textbooks. The ADDIE Research and Development (RD) model is used in this study. The feasibility study of the ESP textbook reveals the following points: 1)The result of validation from the material expert validation was 94,11 % qualified as “Very good”,the language expert was 80% qualified as “Good.”, and the layout expert was 92,4% qualified as “Very Good.”. In addition, the students’ perception results got a mean score of 4,28 with 86% of the percentage, which qualified as “ Very Good”. The final product consists 10 chapter with 10 exercises of each chapter. The developed textbook has a lot of strengths because it was created using a combination of syllabus design principles. a single unit presentation includes all four essential English skills: listening, speaking, reading, and writing, as well as grammar practice and vocabulary building. It indicates that the English material is capable and ready to use for Sharia Economic Study Program at IAIN Palopo.

An Analysis of Grammar Practice Activities in Elementary ELT Textbooks

An Analysis of Grammar Practice Activities in Elementary ELT Textbooks

A Review and Prospect of the Study of the Word ‘被’

This paper classifies and arranges the related studies of the words ‘被’ from 1983 to 2021. As for the syntactic characteristics of the word, it mainly investigates the structure and structure of the word, the predicate verb characteristics of the word, the complement of the word, the object of the word and the new word. The basic meanings should be ‘subject’ and ‘cause’, and the second is ‘result’ meaning derived as a whole, instead of ‘subject’ meaning and new structural meaning are developed from this basis. There are two main pragmatic functions of the word ‘被’: ‘to take over the topic and change the topic’.BR Overall, the research results are very rich. All fields are covered and theories are constantly enriched. But the research in various aspects is very unbalanced, especially the semantic and pragmatic aspects of the word ‘被’ still need further research. And because of the continuous study of the word ‘被’, many syntactic problems such as the part of speech defined by the word ‘被’ and the subject and predicate of the word have not been concluded yet. And because the word ‘被’ is still the focus and difficulty of learning foreign Chinese, these problems will also affect the teaching and learning of the word ‘被’ in foreign Chinese. The corresponding issues should be further studied.BR Therefore, the study of the word ‘被’ should first be summarized and sorted out. Combining with the practice of Chinese grammar, this paper finds the appropriate analysis mode and method for the characteristics of the word ‘被’. Secondly, while introducing grammatical theory into the study of the word ‘被’, we should consider the combination of theory and practice and pay more attention to theory construction. Thirdly, research and practice should be combined. The research results are used in teaching and learning practice activities to verify them, and further promote research development, research and practice are complementary. Finally, cross-linguistic comparative research is also necessary. The component is based on corpus-based comparative language framework, which is conducive to the internationalization of Chinese.

Evaluation of Motivation, Expectation, and Present Situation in 3rd Year Undergraduate Students of German Language and Literature at the University of Rijeka, Croatia

Abstract In this article a closer look will be taken on motivation, expectation, and present situation of third year undergraduate students of German studies in Croatia at the University of Rijeka. Due to the author’s extensive experience in teaching translation classes from Croatian to German for undergraduate students in the third year, it is noticeable that most students have problems in certain areas, i.e. they are not able to correctly translate short Croatian texts into German in terms of correct grammar and syntax, even when words were explained in advance to facilitate the process of translation and upon extensive grammar practice in the first and second year of undergraduate studies. As studying a language also requires a lot of self-study and interest in the language being studied, it is certainly not enough just to sit in the courses at the university and do only the most necessary things to somehow pass the exams. It is essential to be engaged intensively with the country, the culture, and the people, to take part in exchange programmes, travel as often as possible to the country whose language you are about to learn, take the opportunity to communicate with native speakers, watch films or TV shows, read books or magazines in the target language etc. Thanks to the new technologies, nowadays one has almost endless possibilities to be exposed to the target language, even if one does not have the opportunity to travel to the destination country. But to what extent do students use what is available to them and are they at all motivated for the necessary effort of self-study? To answer these questions, a questionnaire was prepared to gain a deeper insight into the students’ motivation to enrol German language and literature at the university, their expectations of what the language study would be like and the present situation in their third year of undergraduate studies. The evaluation of the questionnaire should provide information on the extent to which the students were familiar with what to expect from their studies, how they deal with the requirements and challenges, to what extent they are willing and prepared to do something outside of the courses to improve their language proficiency autonomously, what the study of German studies should serve them in the future and if self-study has a visible impact on their language proficiency, i.e. if students who do a certain amount of self-study do have better results.

Evaluation of Motivation, Expectation, and Present Situation in 3rd Year Undergraduate Students of German Language and Literature at the University of Rijeka, Croatia

Abstract In this article a closer look will be taken on motivation, expectation, and present situation of third year undergraduate students of German studies in Croatia at the University of Rijeka. Due to the author’s extensive experience in teaching translation classes from Croatian to German for undergraduate students in the third year, it is noticeable that most students have problems in certain areas, i.e. they are not able to correctly translate short Croatian texts into German in terms of correct grammar and syntax, even when words were explained in advance to facilitate the process of translation and upon extensive grammar practice in the first and second year of undergraduate studies. As studying a language also requires a lot of self-study and interest in the language being studied, it is certainly not enough just to sit in the courses at the university and do only the most necessary things to somehow pass the exams. It is essential to be engaged intensively with the country, the culture, and the people, to take part in exchange programmes, travel as often as possible to the country whose language you are about to learn, take the opportunity to communicate with native speakers, watch films or TV shows, read books or magazines in the target language etc. Thanks to the new technologies, nowadays one has almost endless possibilities to be exposed to the target language, even if one does not have the opportunity to travel to the destination country. But to what extent do students use what is available to them and are they at all motivated for the necessary effort of self-study? To answer these questions, a questionnaire was prepared to gain a deeper insight into the students’ motivation to enrol German language and literature at the university, their expectations of what the language study would be like and the present situation in their third year of undergraduate studies. The evaluation of the questionnaire should provide information on the extent to which the students were familiar with what to expect from their studies, how they deal with the requirements and challenges, to what extent they are willing and prepared to do something outside of the courses to improve their language proficiency autonomously, what the study of German studies should serve them in the future and if self-study has a visible impact on their language proficiency, i.e. if students who do a certain amount of self-study do have better results.

Grammar Practice Activities in ELT Textbooks: Types, Order, and Interrelated Series

The purpose of this study was to analyze the grammar practice activities used in 14 recently published pre-intermediate and intermediate English language teaching textbooks. More specifically, this study analyzed the types of grammar practice activities that occurred, the order of such types, and the prevalence and composition of interrelated series of grammar practice activities. Results indicate that mechanical activities were less common than the other controlled alternative, meaningful activities, and also the least common type overall. Also, the results show that pre-communicative grammar practice activities were the most numerous grammar practice activities and comprised approximately 40% of all grammar practice activities. Additionally, it was found that grammar practice activities generally progressed from form-focused grammar practice activities to meaning-focused grammar practice activities. Last, it was found that multiple series of interrelated grammar practice activities were present with 54 distinct series appearing across the 42 lessons examined, and comprised almost half of all 246 grammar practice activities recorded as well.

THE EFFECTS OF GAMES ON LEARNING ENGLISH GRAMMAR OF TENTH GRADERS AT DIEN HAI HIGH SCHOOL, BAC LIEU PROVINCE, VIETNAM

<p>This study attempts to investigate the effect of games on students’ learning English grammar and to give suggestions for applying games. An experiment was conducted with two tenth classes at Dien Hai Highschool, Bac Lieu Province, Vietnam. In one class, grammar was taught with the grammar games at the practice stage while the other was taught as normal. The study proved that games had positive effects on students’ learning English grammar at Dien Hai High school. Data from the questionnaire revealed that games brought about an amusing atmosphere, games created the learning environment and games provided students with opportunities and challenges to practice English grammar. Besides, by means of tests, the data collections showed that students could get better results when they learnt English grammar with games. The students in the experiment class achieved better results than those of the control at the end of the experiment. Particularly, the number of good students in the experimental group increased considerably from 4.9% in Test 1 to 17.1% in Test 4. From the study findings, I suggested that teachers should choose proper games, manage time and class, give a reward to encourage students to learn better and give proper feedback to make grammar practice with games more effective in class.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0982/a.php" alt="Hit counter" /></p>

USING QUIZIZZ APPLICATION TO ENHANCE STUDENTS’ GRAMMAR COMPETENCE

Online English classes are still common occurrences until the second half of 2021 due to Covid-19 pandemic. This situation also happens to the third semester students of Universitas Muhammadiyah Tangerang. There are many limitations in online classes, including students can not have sufficient English grammar practice. Based on these backgrounds, researcher tried to use Quizizz application for facilitating students to practice more on English grammar. This study aimed to investigate the effect of using Quizizz application on students’ grammar competence. The subjects of the study were third semester students at Universitas Muhammadiyah Tangerang. Interventions of Quizizz application were implemented before zoom sessions, during zoom sessions and after zoom sessions. The data were obtained from pretest, posttest, questionnaires and interview. The results of this research would show whether there were improvements on students’ grammar competence and described students’ perception toward the implementation of Quizizz. Keywords: grammar, EFL, quizizz