Grammar Topics Research Articles

Una propuesta didáctica mediante el Robot Nao para la enseñanza del idioma inglés como una herramienta de apoyo para la educación 4.0

NAO is a humanoid robot developed by SoftBank Robotics (formerly Aldebaran Robotics). NAO allows interactivity with its components, making it a versatile platform for the development of applications in different sectors, such as health, education and research. The present work entitled “A didactic proposal through the Nao Robot for teaching English as a support tool for education 4.0.” Its main objective is to design, develop and implement learning situations that increase the level of expression and understanding of the English language, through the humanoid robot Nao, who will help to carry out activities that allow people to interact with the robot first so that people do not shy away from speaking this language. The project is designed to teach English to children and young people of school age belonging to an educational institution, with the help of the Nao Humanoid Robot belonging to the area of educational robotics of the Polytechnic University of Juventino Rosas. For the design of the activities to be carried out, the grammar topics that are taught in the levels of schooling from primary to university were investigated to be able to achieve the design that is needed at each educational level and so the Nao Humanoid Robot can perform its task of Correctly, these topics belong to the curriculum designed by the SEP (Secretary of Public Education).

THE IMPLEMENTATION OF JIGSAW METHOD IN TEACHING SIMPLE PRESENT TENSE

This research used descriptive qualitative. The writer used tenth-grade Hotel Accomodation’s students of SMK Dwi Putra Sindangkerta as a subject research. In the process of English enrolling, the writer found out the problem on the subject in grammar, especially simple present tense. This skill is a structure that often used in daily conversation. But the students has more difficulties in enrolling simple present tense while it is very important to enroll because it can help them when they meet the foreign guest in the hotel later. We teach simple present tense easier using any method. One of them is the jigsaw method. This method often used more teacher in Indonesia because of this method easy to implement it. Thus, the writer researches the student to teach simple present tense to implement jigsaw method in other to understand easier by them. The writer applies jigsaw in some steps; they are pre-activity, divided into groups, the group leader selection, group reviewion activity, submitted an assignment, and evaluation. Teaching simple present tense used jigsaw can make a enrolling effectively, and it is improving students motivation to enroll simple present tense. Keywords: AKP’s Students, Simple Present Tense, Jigsaw Method

Desain Silabus Bahasa Inggris Bagi Mahasiswa Jurusan Analis Kesehatan Poltekkes Kemenkes Kendari

In preparing students for global professional communication, it is crucial to conduct an analysis related to teaching material, methods and context in which English are used. This study aims to design syllabi and teaching materials based on student needs. This research is a type of descriptive research. More accurate information about student needs is obtained through the provision of questionnaires and semi-structured interviews to students, alumni, and lecturers. Data were analyzed using quantitative and qualitative methods. The findings of this study reveal the need to establish learning that focuses on the target context of the Medical laboratory technologist either for academic or professional development. The contents of the syllabus needed by students are a series of aspects of language skills namely reading and speaking provided with topics of Medical laboratory and grammar that are appropriate to the context and presented in a series of varied learning activities that can provide convenience in the process of language acquisition in the classroom.

Teaching Turkish to Foreıgners: Suggestions For Basic Level Text and Activities on the Teaching of Past Tense

While teaching Turkish to foreigners, besides listening, reading, writing and speaking skills, grammar should also be taught. One of the grammar subjects taught is past time teaching. In our study, it is aimed to include text-supported activity suggestions to provide past-time teaching at a basic level. The past tense subject included in the Turkish curriculum has not been sufficiently processed in teaching sets, source books and listening activities. In the teaching of the past tense, there are deficiencies in methods, techniques and texts. In order to address these shortcomings, which were thought to exist in the context of teaching past times with text and activities, and to make a contribution to the field, scanning studies were conducted on the Internet, articles and teaching sets. In this study, by using qualitative research method, firstly literature review was made and data were reached, then documentary scanning technique was used. As a result of the research, it is determined that different text types are needed for the past time teaching, in order to contribute to the teaching of past tenses, different kinds of text samples and activity proposals were designed. It is thought that the study will contribute to the teachers working in the field of teaching Turkish to Foreigners in terms of material.

ПРОГРАМИ АКАДЕМІЧНОЇ ТА ПРОФЕСІЙНО-ОРІЄНТОВАНОЇ ІНОЗЕМНОЇ МОВИ З ПУБЛІЧНОГО УПРАВЛІННЯ: ЄВРОПЕЙСЬКА ПРАКТИКА

competences on public administration based on European practices. The methodology of teaching foreign language for specific purposes, foreign language for special academic purposes is revealed. ESP – English for Specific Purposes and ESAP – English for Specific Academic Purposes are analyzed. As an example, the methodological provision of teaching a foreign language for public servants is reviewed. The a course-book for the first-year university study foreign language program in Administration at the Faculty of Administration, University of Ljubljana is reviewed.The methodology of teaching English for public servants is built on the principle that the graduates in administration have to be knowledgeable about different areas, such as economics, management, law, public finance, informatics, human resources etc. That is why the topics cover such areas as: Student of Public Administration, State, Government, Municipality and administrative unit, Judiciary, Parliament, the European Union and a Career in (EU) Administration. The methodology of teaching is to satisfy such key requirements as:- as the term 'public administration' encompasses a scope of various job positions and employments the main goal of methodical materials is to satisfy the practical language needs relevant to an extremely wide spectrum of employment possibilities;- the language learners’ specific reasons for learning a foreign language are key for all the decisions regarding content and teaching methods. ESP – English for Specific Purposes – has two criteria features. Firstly, it is orientation toward learners’ goals, and secondly, the necessity for performing the analysis of needs. The curricula and its methodical supply full of useful topics and information for the public administration target group of foreign language learners, such as: - language in the activity of a servant/administrator;- paying income tax;- public administration institutions;- names of various institutions, ministries and types of courts;- names of civil servants' titles ;- learning about the features of a state, the Constitution, the Parliament, the National Council and National Assembly;- the procedure of applying for citizenship or obtaining a residence permit; - information on the EU, its history, EU acronyms and jargon;- the EU as a multicultural society etc. The material mainly focuses on covering the four skills, and language structures. The most covered skill is reading, the least dealt with is listening. In terms of structures, vocabulary is paid more attention to than grammar. The grammar topics include: passive voice; word formation; modal verbs; infinitival and gerundial constructions; phrasal verbs; conditional clauses; very little work with prepositions, tenses and, collocations.

Mango Languages

Mango Languages is an online language learning platform founded in 2007. It offers courses in over 70 languages. The courses are both available through the mobile application on Android and iOS and the website platform. This review will take a close look at the website version for its Russian course. There are four major units that include 10 chapters. In all, Mango Languages offers 390 language lessons, teaching different conversational and grammar topics.

The motivational self of the novice language learner

AbstractNovice learners comprise the majority of language students in higher education, but very few decide to continue their foreign language education beyond the required credits. Educators must develop a deeper understanding of what motivates this group of students so they can design pedagogical practices that will help students shift from a checklist mindset to a lifelong commitment approach to language learning. This qualitative study examines the role that a motivational focus and future-self guides play in the language learning experience of novice language learners, taking a language class for the first time, from the USA, and the role that a grammar-based pedagogy has on the formation of those self-guides. Interviews with ten novice language learners showed that six students exhibited a strong promotion focus with an ideal L2 self available in their professional-self concept. Prevention-focused students with an available ought-to L2 self preferred classroom experiences centered around grammar topics while those with a promotional focus preferred culture-based lessons. This study makes recommendations on how language educators could maximize students’ level of engagement by knowing their students’ motivational focus.

Perancangan kartu bermain bahasa Indonesia seri imbuhan me- untuk siswa BIPA

Indonesian Language classes for Foreigners (SPEAKER) continues to increase every year. However, the students at the level of prapemula still have difficulty when learning the grammar subjects, especially the section prefix. SPEAKER classes is slightly different with the Indonesia language classes for native speakers. Those who learned SPEAKER is a foreigner who has never heard of and use the language of Indonesia at all. Therefore, they are very difficulty studying grammatical affixes, notably Indonesia. In this study, we designed a media learning designed to study the affixes, notably the prefix me-. Learning media that we made in the form of playing cards. As an Alliance of teachers of visual, visual media can increase 400% of the learning process of the students in the classroom. Based on the foregoing, we make playing cards-shaped Playing Cards. The purpose of this research is to design the learning media can facilitate the students learning the affixes me-SPEAKER-shaped playing cards.

Grammar Learning Strategies Applied at the Chinese Department of Bina Nusantara University

The aims of this research were to investigate the Chinese language learning strategy used among students of Chinese Department class of 2021 Binus University, the relationship between gender and language learning strategy use, the relationship between language learning strategy and learning achievement, and also the language learning strategy used by students with high learning achievement in the subject of Grammar. This research used Oxford’s language learning strategy questionnaire that was “Strategy for Language Learning (SILL)” to investigate the students’ language learning strategy. This research finds out that the language learning strategy employed by the most students are metacognitive strategy and strategy to be used by high learning achievement students in grammar subject are also metacognitive strategy. It also finds out that female students use more language learning strategies compared to male students, although the difference is not too significant. Results of Pearson Correlation’s test indicate no significant relationship between the students’ language learning strategy and learning achievement. This research shows that there is no dominant language learning strategy used by Chinese Literature students.

PENGEMBANGAN BAHAN AJAR BERUPA MODUL BASICS ENGLISH GRAMMAR UNTUK MAHASISWA TADRIS BAHASA INGGRIS FITK IAIN SULTAN AMAI GORONTALO

The purpose of this study was designed to: (1) develop teaching and learning materials in the form of a Basics English Grammar module for students of the English Department, Faculty of Teacher Training IAIN Sultan Amai Gorontalo; (2) find out the feasibility of teaching and learning materials in the form of a Basics English Grammar module for students of the English Department, Faculty of Teacher Training IAIN Sultan Amai Gorontalo.
 This study is research and development in nature. The research design used refers to the four-D (4D) models of development with four main stages namely, (1) Define; (2) Design; (3) Develop; (4) Disseminate. Data collection techniques in this study were using questionnaires and FGD.
 The results of this study are: (1) Development of Basic English Grammar Module Teaching Materials in accordance with the four-D model development model. In the fisrt step of the model Define, the results show that students need teaching materials that can improve student competence, as well as help independent learning. Design, the results of teaching materials that are suitable for students' needs are in the form of Basic English Grammar modules. Develop, carried out validation by experts, revised according to expert advice, and trial development in the 3rd semester of English Education Department. Disseminate, the module is disseminated to English Education students (2) Feasibility of Module-Based Teaching Materials based on assessment: material experts obtained a mean score of 3.93 (feasible), media experts obtained a mean score of 4.02 (appropriate), and learning practitioners / lecturers the average Grammar subject is 4.03 (feasible); (3) Student's assessment of Teaching Materials in the Form of Basic English Grammar Modules obtained a mean score of 4.33 (very feasible).

Educar miradas en resistencia a la colonialidad del ver

This article systematizes the learning experiences developed by members of a film analysis community of practice whose purpose was to educate gazes to offer resistance to the coloniality of seeing. It describes the theoretical foundations of decolonial audiovisual literacy, and the political-pedagogical project from which the education process was promoted. In addition, it presents the films that were analyzed and the criteria that guided the selection process. It explains from which assumptions and in which way the systematization of experiences was carried out by facilitators and apprentices participating in the Sound Film Grammar subject of the Specialization in Film Studies (EEC) of the University of Veracruz (Mexico): a graduate program where apprentices from diverse academic disciplines participate. By presenting empirical evidence of the apprentices’ voices and gazes, it describes an innovative educational experience due to the diverse profile of the apprentices; the academic, institutional and national framework in which it took place; and the integration of critical perspectives of film studies, visual studies, media education and education aimed at building inter­culturality and decoloniality.

Spanish Language Grammatical Context—Acknowledging Specific Language Characteristics

The current research article exposes a linguistic-outline-analysis about the use of Nouns-Object/Thing/Place, Definite and Indefinite Articles and Descriptive Adjectives in the writing and speaking context of Spanish language communication. The teaching and learning of these Spanish grammar themes continue to be subject of interest among scholars due to the level of complexities that these syntaxes present in terms of Second Language Acquisition (SLA) (Bialystok, 1981). The article collected appropriate literature-materials from different sources and added new-contextual-insights into its frame to adhesive an analytical-database with emphasis on Spanish Language Grammatical Contexts that tap into the subject-matter-discussed. Being consecutive to this, the study aimed to provide valuable material as a reference to teach and study these Spanish grammar subjects in Spanish foreign language classes.

An Investigation into Inductive and Deductive Methods in Teaching Grammar to German EFL Learners: A Comparative Study

The present study was a comparative analysis of the inductive and the deductive methods in teaching English. Indeed, the major aim of the study was to compare the efficiency of these two approaches in teaching English grammar by inspecting students’ performance. To this purpose, two identical groups of German pre-service teachers were randomly selected to participate in this research. Then, two English grammar topics (future tense and conditional sentences) were taught to them by the usage of PPP method as the deductive approach and the guided discovery technique as the inductive approach. Regarding the methodology, the design of the study was comparison group design (between-subjects design) and the TTT (Test-Teach-Test) method was obtained in which a grammar pre-test and post-test comparison were executed to check the level of improvement in the students. The achieved scores in the tests indicated that both the inductive and the deductive methods were equal in terms of efficiency.

Abordagens sintética e analítica na progressão gramatical em cursos de alemão como língua estrangeira

In this paper, we try to compare the teaching-learning products of Brazilian students of German as a foreign language who learn the relative clauses of German from the proposals of progression of synthetic and analytical grammar topics, as described by Wilkins. It starts with a hybrid research proposal, combining elements of quantitative research with qualitative-interpretative ones, based on theoretical frameworks derived from the area of German as a foreign language and psycholinguistics, among others. To this end, data were collected from learners who had contact with the German relative sentences in an institutional setting, where textbooks were adopted with different proposals, namely studio d and Schritte International. It is considered that the teaching of grammatical topics in blocks, with the transmission of large volumes of information at once, as in the analytical approach and through the use of Schritte, can generate an overload of apprentices’ working memory. On the other hand, the teaching of grammar in phases or cycles, from the synthetic approach, allows the gradual deposit of information in the limited working memory. This would allow data to be based on long-term memory and can be accessed when new related data is being stored. The work and the experiment conducted confirm the initial hypothesis that both perspectives, when presenting their bonuses and burdens, lead to similar results in the teaching-learning process.Keywords: German as a foreign language, progression of grammar themes, relative clauses, memory.

An Analysis of Students’ Intrinsic Learning Motives in Studying Grammar at the English Department of Bung Hatta University

This research aimed to find out English Department students’ intrinsic learning motive in studying Grammar. Students could not apply correct Grammar in speaking and writing, many students repeated grammar subject, and remedial teaching was conducted. Those problems indicate that students have problems concerning about their motive in studying Grammar. This research is a composite of quantitative and qualitative research by using explanatory sequential design”. The participants of the research were all students of FKIP, Bung Hatta Univeristy. The instruments to collect the data were questionnaire, interview, and observation. The technique of data analysis was initiated by calculating the mean of each questionnaire items as the quantitative data. Qualitative data analysis wasgained from the result of the interview and observation. The result gained from the quantitative and qualitative data analysis was interpreted, and research finding was gained. The finding of the research shows that the tendency of students’ intrinsic learning motives are for utilizing Grammar knowledge in order to get a good job and gaining score compared to the motives of gaining Grammar knowledge and developing Grammar knowledge

The Effectiveness of Cooperative Language Learning on Teaching Grammar

<p><strong>ABSTRACT</strong></p><p><em>The aim of this research study is to investigate the significant difference in English grammar achievement scores of the students taught through cooperative learning and those taught by whole class traditional method. The participants were the students of Indraprasta PGRI University who took Grammar subject on the fifth semester that was split into two groups those are the control group (non-cooperative learning) and experiment group (cooperative learning). The number of the participants in the control group (non-cooperative learning) is 25 participants and the experiment group (cooperative learning) is 25 participants too. The method used is a quantitative experiment method using True Experimental Design specifically on Posttest-Only Control Design and the data is tested by t-test. The result of data analysis shows the differences on average (Mean) the control group (non-cooperative learning) is 63, 52; analyzed case as amount is 25; Standard Deviation is 19.194 ,and average (Mean) the experiment group (cooperative learning) is 79,20; analyzed case as amount is 25; Standard Deviation is 12,111. The T- Test shows that </em><em>the Sig (2-tailed) is 0,001 <0, 05 means Ho is rejected and Ha is accepted. In conclusion, </em><em>there is a significant difference in English grammar achievement scores of the students taught through cooperative language learning.</em></p>

Sequences in German grammar teaching: An analysis of Dutch, Finnish, and global textbooks

AbstractThis study investigates whether sequences in which grammar topics are presented in textbooks for German as a foreign language (henceforth GFL) match empirically determined, universal acquisition sequences. Moreover, it explores what patterns course books display regarding a set of grammar structures that are particularly interesting from an L1-perspective. From the literature we know that some grammar phenomena such as verb placement display a general acquisition pattern irrespective of the learners’ L1. In addition, we find L1-specific research such as studies on the acquisition of case assignment for Dutch learners of German. The current study considers a range of Dutch, Finnish, and global textbooks for young adolescent learners (13–15 years) at a beginner level to identify the sequence in which they introduce simple and complex verbal structures, tense, case, and pronouns. Across all these domains, the results display mainly similarities. When differences are found, these are often related to language-specific characteristics of the L1 and the typological distance between the L1 and L2 German, namely when Finns learn German pronouns and separable verbs. Overall, the analyzed teaching materials introduce the majority of the grammar issues in accord with the acquisition sequences but more L1-specific empirical research is necessary. We argue that analyses of grammar sequences in textbooks can be used as input for both SLA/FLA empirical research and theory development, especially concerning the teachability of grammar.

The Implementation of Takhalli Value in Arabic Grammar according to Al-Qushayri in Na?w al-Qulub al-Kabir

One of the ways to achieve the purification of the soul of a salik in his spiritual journey is through the process of takhalli. The discussion about the process is usually described in Sufism and is rarely discussed in detail in other Islamic disciplines such as Jurisprudence, Tawhid and Arabic. However, given the importance of cross-disciplinary knowledge of Islam, a famous Sufi in the 5th century of Hijra named Abd al-Karim bin Hawazin al-Qushayri produced his work in Arabic grammar which was tailored according to Sufism approaches by applying spiritual values in this discipline. Hence, this study focused on investigating his discussion on the concept of takhall? and its application in several Arabic grammatical topics found in the book Na?w al-Qul?b al-Kab?r. Text content analysis was utilised to obtain necessary data. The study found that the first stage that every s?lik must follow in their spiritual journey is the process of the removal of sins and the abominable traits which become the barrier of receiving the mercy and affection of Allah Ta'ala. Al-Qushayri was seen as a pioneer who successfully applied the values of Sufism in the discussion of the Arabic grammar which is usually discussed solely in linguistic terms. The study concludes that the approach introduced by al-Qushayri should serve as a basis and guidance in applying spiritual values, especially in Arabic grammar subjects at every level of study to make the learning of grammatical knowledge more integrated as not merely correcting verbal language mistakes, however to keep the heart from elements that can tarnish its purity.

Indonesian Interference on English Language in VIII Grade Junior High School Students

This study aims to determine the type of Indonesian interference found in English language among class VIII SMPK 2 Harapan Untal-Untal students. This research is done by analyzing the result of simple text translation done by the students of class VIII SMPK 2 Harapan Untal-Untal, then from the translation result will be analyzed what kind of interference that appeared. Methods of data collection in this study using observational research methods and literature. The data that have been collected in the form of simple translations from the students will be analyzed descriptively using related theories to find out what kind of interference found in the analysis. Further, in relating to interference, it will find a way out to reduce and even eliminate Indonesian interference itself. The results to be achieved in this research is recognize the level of Indonesian language interference in the use of English among the junior high school students, then find the practical efforts to be done so that interference does not increased. So, the use and English understanding can be done as much as possible. The finding of the paper found that 6 interference such as grammar structure, subject pronoun, adjectives, auxiliaries, preposition and word order.

The Effects of Animation Supported 5E Model on Teaching 'Indicative and Subjunctive Moods' in 7<sup>th</sup> Grade Turkish Lesson

This study is to investigate the effects of animated 5E method on the success, attitude and opinions towards the course in teaching of 'subjunctive and indicative moods' subject of 7th grade Turkish course. The study was conducted with 60 seventh grade students of a state-run secondary school in Palandoken district of Erzurum during the first semester of 2014-2015 academic years. The experimental group and the control group consist of 30 students each. Subjunctive and indicative moods were taught at experimental group with activities enhanced through animations suitable for 5E method; on the other hand, the same subjects were taught at control group with current teaching method. The study employed mixed method in which both qualitative and quantitative methods were used together. As data collection tools, Personal Information Form, Language Proficiency Level Test, the Scale of Attitudes towards Turkish Course, the use of technological devices in grammar course, Student Interview Form, Student Interview Form for Computer Assisted Grammar Teaching, the Scale of Attitudes towards Grammar Activities, Student Interview Form for the Use of Animation in Grammar Courses, Teacher Interview Form for Grammar Courses have been used. In the quantitative analysis of the data, parametric analyses (t-test and regression analysis) have been employed as well as frequency and percentage which are descriptive computations. Content analysis has been used in order to analyze the data of the interviews. Data analysis has revealed that the level of academic success has increased for both groups, yet the comparison of the methods revealed that 5E method enhanced with animations is more effective than the current programme. According to the findings obtained from attitude scales and student opinions, 5E method enhanced with animations have a significant effect on students' attitudes towards grammar topics; and students enjoy grammar and they are more active while doing these activities.