Grammar Teaching Research Articles

Czech Teachers´ Subjective Theories about Teaching Grammar

Modern subject didactics of the mother tongue postulates that the fundamental goal of teaching the mother tongue is the communication goal and that grammar instruction has a supporting function in the development of communication skills. However, research into teaching processes shows that grammatical-normative and formal-cognitive approaches to the language curriculum predominate to a large extent in practice, and that the teaching grammar is understood as an end in itself, rather than as a means. The causes of this fact are various, but especially from international research it can be concluded that what are known as the subjective theories of teachers (teachers’ beliefs) have a significant influence. Our goal is to explore this phenomenon in the reality of the Czech school. In the article we will present the results of two pilot probes focused on the teacher's concept of the communication-functional approach and on the position of grammar in language education.

The danger of shedding the content in grammar teaching: an example in Czech

The role of grammar in L1 teaching has been a topic of a long-lasting debate. Czech language instruction is no exception. Based on an almost 200-year-old tradition, the prevailing model of teaching Czech is grammar- and knowledge-based. Innovations so far have focused mostly on general parameters of communication and interaction in class, instead of focusing on the content and its didactic transformation. The study demonstrates the necessity of the content-focused approach to modelling L1 education, and the danger of slipping to didactic formalism of shedding the content if the content-focused approach is disregarded.

The Efficacy of Using Quizzing Collaborative Learning Strategy in Teaching Grammar to Senior High School Students

This research aims at finding out the efficacy of using Quizzing Collaborative Learning Strategy in teaching grammar especially conditional sentences to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of Quizzing Collaborative Learning Strategy effective in teaching grammar to Indonesian EFL students?. The research can be an addition to the persisting teaching grammar of English particularly the use of Quizzing Collaborative Learning Strategy. This research was conducted at the tenth-grade students at SMA Kristen Mercusuar, Kupang, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in reading and the post-test given to find out the students’ improvement in grammar especially passive voice after giving the treatment by using Quizzing Collaborative Learning Strategy. The findings show that using the Quizzing Collaborative Learning Strategy is effective in teaching grammar to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use the Quizzing Collaborative Learning Strategy in developing students’ competence in grammar class of Indonesian EFL students.

Fishbowl Technique in Teaching Grammar

تهدف هذه الدراسة إلى معرفة تأثير تقنية حوض السمك في تدريس القواعد.ليس من السهل إتقان الهياكل النحوية بسبب التنوع بين أنظمة قواعد اللغة العربية والإنجليزية.لذلك ، يجب على المعلمين أن يعكسوا هذا الجانب بعمق وأن يحاولوا جاهدين تجربة تقنيات جديدة قد تثبت فعاليتها في معالجة هذه المشكلة الموثقة بشكل كبير في أدبيات تدريس اللغة الإنجليزية. يشدد جواد (2006: 2) على هذه الفكرة بالقول إن مستخدمي اللغة الإنجليزية كلغة أجنبية لا يستطيعون التفريق بين الأنماط النحوية. ومن ثم ، فإن تقنية Fishbowl تأمل في سد فجوة في مجال تدريس قواعد اللغة الإنجليزية.يشير هذا إلى أن تقنية حوض السمك أكثر فاعلية في تدريس القواعد.

METAPHORIC PERCEPTIONS OF PRE-SERVICE ENGLISH TEACHERS ON GRAMMAR TEACHING

Bu çalışma, İngilizce Öğretmenliği Bölümünde okuyan öğretmen adaylarının İngilizce dilbilgisi öğretimi üzerine metaforik algılarını incelemeyi amaçlamaktadır. Araştırmanın çalışma grubunu, 2020-2021 eğitim-öğretim yılında, Trakya Üniversitesi Eğitim Fakültesi İngilizce Öğretmenliği bölümüne devam eden kolay ulaşılabilir örneklem yöntemi ile belirlenen 52 öğretmen adayı oluşturmaktadır. Araştırmada katılımcılara, "İngilizce dilbilgisi öğretimi.....gibidir, çünkü...." sorusu yöneltilmiştir. Katılımcılara bu soru dilbilgisi öğretimi üzerine küçük ölçekli öğretim deneyimi yaşadıktan sonra sorulmuştur. Verilen metaforlar karşılaştırılarak içerik analizi yöntemiyle incelenmiştir. Elde edilen veriler doğrultusunda toplam 31 geçerli metafor ortaya çıkmış olup bu metaforlar üç kavramsal tema altında tanımlanarak sınıflandırılmıştır. Çalışmadan elde edilen sonuçlar, İngilizce Öğretmen adaylarının yabancı dilde dilbilgisi öğretimini birbiriyle bağlantılı konuları içeren, gerekli ve uygulamayla kolaylaşan bir durum olarak algılandığı ortaya çıkarmıştır. Bu anlamda çalışmanın sonuçları, mevcut İngilizce öğretmenliği programlarında dilbilgisi öğretimine yönelik teorik derslerin uygulamayla desteklenmesi gerektiğini ortaya koymuştur.

Towards an integrated approach to teaching: a unified perspective on teaching skills

This article postulates that teaching English had gone a long way before it was acknowledged that teaching grammar or teaching vocabulary could not be equated to teaching English. This realisation has changed teachers’ approach to teaching and learners’ awareness of the language’s ramified structure. By integrative approach it is understood the concurring of all teaching actions which address simultaneously language components and skills to the end of developing a full control of the language in learners. Faced with shortage of time, teachers avoid dealing with writing conventions, writing tasks or listening ones, to mention just a few of the time-consuming activities, in order to gain time for other skills which seem to prevail. Integrating in one’s teaching the pronunciation and writing conventions, the skills, vocabulary and grammar would offer a more integrative perspective of the learners on what they need or want to learn. By scrupulously relating the teaching items to other elements in the language, the progress would be faster, and the language would be better understood and learnt. At the same time, the article aims at establishing connections both within language and across domains of knowledge where English, or any other foreign language, plays the role of a means facilitating learning.

ON FRENCH LANGUAGE TEACHING METHODS AND GRAMMAR

ON FRENCH LANGUAGE TEACHING METHODS AND GRAMMAR

Praxis of Grammatical Approach in EFL class, from Theory to Pedagogic

Definitions of grammar often refer to the study of language as a system of words that demonstrate some apparent rule of structure and arrangement into sentences. Sometimes the definition includes pronunciation, meaning of words, and history of words (etymology). Some definitions emphasize grammar as a system of rules in a language. In simplest term, grammar covers the rules that govern the way our communication system works. In order to meet the need of grammar teaching, in pedagogical field, there have been some methods and approach which are applied. However, critics pertaining to the weaknesses of such methodology have been aroused. The main question as the result of the quest for better methodology for grammar teaching is what appropriate method or approach as an alternative way of grammar teaching is. This theoretical research is aimed to propose the influential alternative approach for grammar teaching. This study will start by describing the historical view of grammar teaching and pointing out the link between language input and pedagogical mediation, in plain language between grammars and teaching, by introducing and redefining the concept of pedagogical grammar. Eventually, as the ultimate aim of this research this study is going to explain the current development of grammar teaching, lexical approach, as the problem solver concerning with grammar teaching.

Review and Analysis of Theories Underlying Grammar Teaching Methodologies

Grammar is significant in learning other language skills, such as speaking and writing. Theories of teaching grammar in a foreign language are vital as they allow EFL teachers to build a frame for language learners. Grammar instruction is a bridge that links learners with other skills and if their grammar competence is vulnerable, the whole language production will be weak too. This study seeks to understand and review language theories that underlie daily grammar teaching. Many of EFL/ESL teachers teach grammar without a solid understanding of the language theories that inform their actual teaching practices and methodologies. This paper sheds light on the linguistics theories underlying grammar teaching methodologies in most English as foreign language classes and textbooks. It is significant for English teachers to have a basic knowledge of language acquisition theories as it directly influences their ability to provide appropriate content-area instructions.

METHODOLOGICAL ASPECTS OF USING SONGS IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE

Among new methods of teaching a foreign language there is a method of teaching by using authentic materials (audio, video). This article discusses the role of songs in teaching foreign languages. The author shows that due to the use of music in teaching him, all aspects of a foreign language are used: phonetic, lexical, grammatical, syntactic. The article presents the algorithm and examples of using song material as a means of teaching grammar in an English lesson. The training methodology discussed in this article grammar of a foreign language with the help of authentic songs allows you to increase interest and motivation to learn the language, as well as find new forms of work in the lesson. One of the basic concepts in our work is the concept of “authenticity”. Authentic material is material that has been created by a native speaker for other native speakers. It is not intended for educational use, however, as practice and our study show, can be used. The special methodological value of this material is that it contains ready-made phonetic, lexical and grammatical speech samples, which eliminates the need for students to independently construct these forms by translating from their native language.

Constraints of Grammar Teaching and Learning

ABSTRACT:
 This study would like to analyse constraint of grammar teaching and learning process in junior high school. The goal of this study was to examine the grammar teaching and learning process and determine the constraints to that process. The design applied in this research is qualitative approach and the type is a case study. The researcher used questionnaires, interviews, and observation to gather the data for this study. The English teacher who taught in second year students and some students became the respondents. The result of research finds the deductive approach was applied in which the rules applied and the exercises were practised. There were four constraints of grammar teaching learning i.e., lack of students’ motivation, lack of teachers’ role, teachers’ method, and lack of materials. It is suggested that the exact plan, approach, and technique that would be most effective for junior high school kids must be determined by teachers.
 
 Keywords: constraints, grammar teaching, grammar learning.

The acquisition of L2 Hungariangrammar rules and the implicit-explicit debate

Abstract This study contributes to the explicit implicit debate by investigating to which extent adult learners of Hungarian develop knowledge of new grammar rules, and the proficiency to use them, through listening activities complemented with explicit grammar instruction or not. In a quasi-experimental study, we compared the acquisition of three specific rules of Hungarian grammar by 80 Flemish adult students in two conditions. Both methods involved listening activities, but in one condition explicit rule explanation and practice was given and in the other one, meaningful activities were created without grammar explanation. The findings indicate that for teaching simple rules, compared to more complex grammar features, listening activities and exposure to comprehensible input have a significantly positive effect on grammar acquisition at the basic level. The explicit condition did not have an added beneficial effect. Exposure to L2 is the main driver of language development.

ГРАМАТИКА АНГЛІЙСЬКОЇ МОВИ – ТАКТИКИ ПОГЛИБЛЕНОГО ВИВЧЕННЯ В ДИСТАНЦІЙНІЙ ФОРМІ

Learning grammar of a foreign language was perceived differently by different methodologists at different times. For a long time, the grammar-translation method used to prevail, when learning a foreign language was reduced almost exclusively to mechanical translation of sentences. Proponents of the communicative approach very often give up grammar altogether, replacing the study of rules with the training of several widespread speech patterns. The article is aimed to suggesting some methods of teaching English grammar at the advanced level as a selected subject for one or two terms. The paper partly uses the method of experimental survey and the descriptive method. The experience of teaching grammar of contemporary English at different levels and constant considerations on this issue allow us to conclude that a certain number of students are interested and motivated to study this aspect of a foreign language. Focusing on the unambiguous strategy of teaching this selective discipline – achieving an advanced level of grammar mastering, there is a need to use different tactics according to the level of different groups. The need to organize distance learning in modern conditions, which has arisen objectively and does not depend on the wishes of the teacher or university, nevertheless allows the teacher to use the advantages and opportunities of contemporary information technologies – videos, audio files, online exercises, online testing and many others. The selection of topics for study is carried out taking into consideration such criteria as the results of the student survey, the performance of the entrance test and the teacher's own experience. In the conditions of distance learning, it is possible to choose a variety of modern English grammar textbooks, videos of native speakers with explanations of grammatical phenomena with or without Ukrainian translation, online grammar exercises, etc. The availability of technological support does not exclude work with a teacher and choice of relevant exercises. These exercises can be divided into combined (to establish ties between theory and practice), basic and recreational. The combination of live communication between students and the teacher with the possibilities of contemporary information technologies makes it possible to achieve the strategic goal of providing motivated students with a high level of English grammar knowledge. Key words. Grammar, advanced study, exercise, strategy, tactics, distant learning.

Flipped Classroom-Based Corpus for EFL Grammar Instruction: Outcomes and Perceptions

Although a wide array of studies has sufficiently documented the use of Flipped and Corpus learning methods in ELT context respectively, marrying both in EFL grammar classes remains scanty. To fill this gap, this collaborative action research (CAR) jointly designed and implemented flipped classroom-based corpus instruction involving an English grammar instructor to promote the EFL students’ grammatical knowledge and documented their perceptions on how the learning model promoted their grammatical knowledge and the challenges they encountered at an Indonesian state Islamic University. Pre-, mid- and post-tests measuring the students’ grammatical knowledge were administered, and an open-ended questionnaire and focus group discussion were respectively distributed and conducted to garner the qualitative evidence. The statistical evidence showed that there were statistically and practically significant grammatical knowledge gains at the end of the term. The qualitative evidence suggested that it was due to the adequacy of English input and feedbacks from their peers and the grammar instructor. The students also perceived that low internet bandwidth and a lack of understanding on the use of the Coca database were their primary learning barriers, while the grammar instructor found it more daunting to cater the instruction. This is the first study marrying both the pedagogical methods and provides the empirical evidence of its efficacy and feasibility for EFL grammar instruction. Limitations and recommendations for further studies are discussed.

ADVANTAGES OF USING INDUCTIVE METHOD IN TEACHING GRAMMAR

ADVANTAGES OF USING INDUCTIVE METHOD IN TEACHING GRAMMAR

Inductive Approach and Grammatical Awareness of Student Teachers

To assess the effectiveness of inductive approach for teaching grammar on grammatical awareness of student teachers was the major objective of the study. The difference between the achievement scores in grammatical awareness test of the student teachers treated with inductive grammar teaching approach and the student teachers in traditional approach group is not significant- was the major hypothesis. The study was quasi experimental in nature. Pre and post tests were conducted by using a self-developed grammar achievement test. Two class sections of BS Education were selected conveniently and randomly labelled as control and experimental group. Inductive approach for teaching grammar was applied in the experimental group whereas control group was dealt with traditional grammar teaching. Results indicated that the student teachers taught through inductive grammar teaching approach performed better in test of grammatical awareness than the student teachers taught through traditional teaching. Difference in man achievement score among high, low and average achievers in the treatment group was not significant in test of grammatical awareness. Similarly, the difference in mean achievement score was also not significant between female and male student teachers in the treatment group.

Analysis of Writing Programs and Students’ Errors to Increase the Students’ Writing Skill

This study presents the analysis of writing programs which can increase the students’ writing skill by concerning students’ errors. The method used qualitative and quantitative analyses. The participants involved in this study were 30 students of the third level majoring in analytical chemistry department in Politeknik AKA Bogor, academic year 2021/2022. The Researcher wanted to know the area of errors in each writing program. The result shows that the average of grade students got in the program of teaching reading and vocabulary was 68.75% with 31.25% error in the area of identifying the words: analysis, analyze, analytical, analyst, prepare, preparation, determine, determination, require, and statistically. In the program of teaching grammar and structure, the students’ score average was 70% which was bigger than the first program. Meanwhile the average of error was 30% in the area of using past tense, present tense, present perfect tense, modal auxiliary, passive voice, relative clause, past and present participle. In the next program, analyzing sentences from chemistry textbook, the students had difficulty in identifying main and relative clauses, and analyzing present and past participles in a sentence. The students obtained 71.25% for the average of grade and 28.75% error. In writing from simple to complex sentences, the students got score 77.5% and 22.5% error in the area of making sentences consisting of main and relative clauses and applying present and past participles as verb in a sentence. Finally, after having 4 programs stated above, in the program of writing practice report, the students got average of grade 80% meaning excellent, and 20% error in the area of interpreting data in writing and developing main idea. This research finds that the writing programs: teaching reading vocabulary, teaching grammar and structure, analyzing sentences from chemistry textbook, writing from simple to complex sentences, and writing practical report are the writing programs that can increase the students’ writing skill. To make the decision which area of writing programs needs to have more attention, it can be determined by analyzing the students’ errors.

Re-narrating grammar instruction: addressing teachers’ narrative understanding of language use

This study examines teaching about grammar and language use in secondary schools through a narrative lens. The author analyses narrative episodes in interviews with three secondary English language arts teachers in the USA to identify patterns in stories of teaching about language use. Findings show teachers with vastly different life experiences teaching in different contexts orient to the same dominant school language narrative that requires students to accommodate the prejudicial expectations for language use held by a wider society. The author argues the maintenance of traditional school language teaching, despite more than 60 years of research in educational linguistics showing its ineffectiveness, stems from the strength of this dominant school language narrative. Ultimately, the author proposes an adoption of narrative methods in working with teachers to actively re-write the dominant school language narrative; foregrounding a critical approach with the goal of addressing social inequities through language use.

Research on Grammar Teaching in Senior High School Classes from the Perspective of Constructivism

Grammar is an essential part of English teaching in senior high schools. Based on constructivist theory, the author observes eight English grammar classes which are selected from the high-quality classes competition of Nanning No.15 Middle School, aiming at answering the following questions through classroom observation: (1) What are the major models teachers use in English grammar teaching in senior high school ? (2) What activities do teachers adopt in senior high school’s English grammar teaching? After collecting and analyzing the data, it shows that teachers prefer to use the Guided-discovery Model and Meaningful Practice in grammar lessons.

English and Indonesian Nominalization: A Case of Word Classes

This research aims at determining the similarities, dissimilarities, and possible learning difficulties faced by students learning English and Indonesian nominalization as well as the recommendations to TEFL. The qualitative research design was applied. The documentation technique was used to collect the data. To analyze the data, the researchers used a descriptive analysis. The results showed that there were three similarities and four the dissimilarities between English and Indonesian nominalization found. The three similarities were in suffixation, demonstrative pronominal and conversion. While, the four dissimilarities were in affixation, Adjective reduplication, conversion and To-infinitive. The possible learning difficulties faced by students learning English and Indonesian nominalization was suffixation and confixation which were not very familiar with them. The recommendations of this research was as a fundamental teaching guidance in helping English teachers design a better teaching Grammar on nominalization (word classes), in terms of affixation, Adjective reduplication, conversion and To-infinitive.
 
 Keywords: Contrastive Analysis (CA), Nominalization, Word Classes