Teaching English Grammar Research Articles

Optimizing Learning Management System to Teach English Grammar

This study aimed to investigate the use of the Learning Management System (LMS) to teach English Grammar subject in online learning during a covid-19 outbreak. This study was descriptive qualitative research with second-semester students as the subjects of the study. They were students from the English department taking Structure 2 as the compulsory subject. The data were collected by conducting a survey to 71 students who were purposely selected to know the optimization of using LMS in teaching English Grammar during the covid -19 outbreak. The questionnaire was used to do a survey. The results show that the materials uploaded in the LMS are useful to help students understand English Grammar, especially for the topic taught in the second semester. Furthermore, the use of quiz features in LMS can motivate them to learn since they can know the results and the correct answer directly from the LMS. It also can increase students' confidence when doing the same test. However, it was found that the use of LMS cannot replace the direct explanation method from the teacher which is still stated as an effective way of teaching English Grammar subjects.

A Study on the Problems of Junior English Teaching Effectiveness and Corresponding Strategies: Taking English Grammar Teaching as an Example

Currently, English teaching focus has been gradually transferred from teacher-centeredness to learner-centeredness. However, some problems still exist in the process of English teaching so that English teachers are encouraged to seek strategies to solve them, which is expected to enhance the English classroom teaching effectiveness. It has been the vital goal for English classroom teaching in junior high school because through the unremitting improvement of it, English teachers will boost their teaching capabilities, optimize teaching methods and attain further professional development. Thus, this research mainly focuses on the problems and strategies of effectiveness of English teaching in junior high school from the perspective of English grammar teaching to attain further foreign teachers’ professional development.

The Use of Kahoot! in Teaching English Maritime Subject

Technology is being increasingly integrated as a part of teaching in view of enhancing students’ achievement in learning English. This paper presents outcomes of research that examined the effect of using Kahoot! in teaching English Maritime for second semester at Nautika II class of Politeknik Ilmu Pelayaran Makassar. This study used pre-experimental design. In taking the sample, this study used purposive sampling technique. This study was carried out among 20 students from total population of Nautika II classes. The data were analyzed by using descriptive and inferential statistics. Descriptive statistics in the form of frequency, means, standard deviation and independent t – test. From this study, it was found that the students’ test scores were higher when they were taught using Kahoot! on the learning process. The result of hypothesis testing showed t-test (17.321) was more than t-table (2.093). Therefore, it can be concluded that H0 was rejected and Ha was accepted. It means that there was a significant effect of using Kahoot! on the students’ vocabulary and grammar achievement at second semester in Nautika II class C. From these findings, it can be suggested that online media like Kahoot! is strongly recommended to be used in the teaching and learning process of English vocabulary and grammar. It is expected that the finding of this study would enlighten the relevant literature of the area.

The Intervention of Physical Games in Teaching English Grammar to Secondary School Students: A Review with Special Reference to the Secondary School Pupil in Puducherry, India.

Language is the primary means of human communication and Grammar is a significant feature of it to be excelled with. The teaching of English Grammar has evolved through phases from Grammar Translation Method to Computer Assisted Language Learning and deductive and inductive methods. Though English teachers attempt various methods to teach grammar, children tend to play rather than sit tight in class.Thus, there are considerable recent studies involving various indoor and outdoor games to teach English Grammar effectively. This current paper aims to bring to light the importance and efficacy of involving physical games to teach grammar to secondary school children. Games make children physically active and mentally alert. Things learned through games are unconsciouslycaptured and never forgotten. This paper focuses on the advantages of involving physical games to teach grammar to highly active teenagers and track their gradual increase in optimism towards learning a second language.

Teaching English Grammar through Animated Movies

This study seeks to examine how various components of English grammar can be taught through animated movies. The study demonstrates the use of gerunds in a sentence or a discourse through an animated feature film Tangled. The data for this research was taken from the students of grade eight. The students were shown various video clips, comprising dialogues and songs, from the movie and asked to identify the use of gerunds. Later, the students were given various worksheets containing tasks, based on the use of gerunds in a sentence. The students remained very responsive during the whole lesson and effectively learned the use of gerunds and the difference between gerunds and the present participle. The study concluded that animated movies in grammar teaching classes can serve as a positive reinforcement tool for the language learning process as the animated movies considerably increase the learning speed and proficiency of the students.

Positive Evidence and Parameter Resetting in the Teaching of English Grammar to Libyan University Students

This study builds on Chomsky’s principles and parameters framework (Chomsky, 1986) by applying it to the study of second language (L2) acquisition. In other words, it makes use of a parameter resetting model to explain aspects of the second language learning process. It aims to investigate whether classroom instruction which presents only positive evidence, that is to say grammatically correct samples of the L2, is sufficient to enable adult second language learners to acquire certain properties of L2 parameters which differ from their mother tongue (L1). The participants in the study have Arabic as their L1, and are learning English as an L2. The study hypothesizes that the participants, who are all adult students studying English language at an advanced level in Misurata University, Libya, will not be able to reset the pro-drop parameter and the verb raising parameter from their properties in Arabic to their different properties in English. The hypothesized reason is that they are taught using only positive evidence-based samples of English, and that is not sufficient to lead to parameter resetting. The results show that the students had great difficulty in resetting the pro-drop parameter and the verb raising parameter from Arabic to English.

Exploration on the Application of Exquisite Corpus in English Grammar Teaching

Exquisite corpora like lyrics, proverbs, tongue twisters, not only contain a lot of authentic language expressions, but also include interesting contexts and catchy rhythms. Besides, these exquisite corpora are often interesting and closed to life, which can greatly arouse students’ enthusiasm in study, and ease their stress in studying grammar. In the potential sense, exquisite language materials are conducive to the cultivation of the aesthetic sense of language, as well as students’ intercultural communication ability and cultural accomplishment. This essay chooses Class 11, Senior 1, No. 1 Middle School of Zaoyang, Hubei Province as research object, through empirical research, so as to explore the effect which grammar teaching with exquisite corpus has brought on students’ grammar learning, grammar application ability, and their language competence. It is also expected that this teaching way could make a difference to students’ cultural awareness, artistic appreciation and the level of intercultural communication.

Practical Exploration of Effective English Grammar Teaching in Senior High Schools from the Perspective of Cognitive Linguistics

With the continuous construction and development of our society, people's requirements for English teaching in senior high schools have gradually increased. Teachers are required to guide students based on their better application of English, instead of letting students master simple vocabulary and grammar, so that every student can become a high-quality talent who can communicate freely in English, instead of a dumb English talent. Therefore, in the process of classroom teaching, English teachers in senior high schools must attach importance to the reform of English teaching, and be able to effectively guide students in more advanced ways. Based on cognitive linguistics, this paper briefly expounds the connotation and key points of English teaching in senior high schools, and then puts forward some strategies for the reform of English teaching in senior high schools, hoping to inspire teachers and colleagues.

Development of Basic English Grammar Teaching Materials Based on Situational Approach in English Language Education Study Program of Universitas Muslim Indonesia

This study is a research development of Basic English Grammar teaching materials in the English Language Education Study Program of the Faculty of Literature UMI. This study aims to obtain more effective teaching methods between Oral Approach and Teacher Center Learning or lecture methods. This research was conducted using the pseudo experiment method (quasi experimental research). Quasi Experimental Design in this design was used by two groups of subjects. One group was given a specific treatment (experiment), while the other was used as a control group. Both groups were given pre-test measurements. After that the group given treatment (Situational Based Approach) is an experimental group, then both groups are done measurement (post-test) or acquisition. Pre-test Group - Treatment - Post-test. Research site at UMI Faculty of Literature. The number of respondents as many as 50 students is divided into two groups, namely the experiment group and the control group of 25 people each. The results showed that there was a significant difference between the Oral Approach method and the Teacher Center Learning method or the lecture method in improving the student's learning outcomes in Basic English Grammar learning. The cause is that the Oral Approach method has a higher average and improvement compared to the Teacher Center Learning method or lecture method because the Oral Approach method brings more active students into learning. Although given the same material at the same time, but in oral approach method therefore students are active in the learning process. So, lecturers are just facilitators. While in the method of lecture students are only fixated on the explanation of teachers and students are less active in learning. Therefore, oral approach teaching method is more effective than Teacher Center Learning method on Basic English Grammar teaching.

English Pedagogical Grammar: Teaching Present Perfect and Present Perfect Continuous by Deductive and Inductive Approaches

This research endeavor aims to present the English Pedagogical Grammar Teaching, discussing the use and form of the present perfect and present perfect continuous tenses, and the regular verbs’ past participle and irregular verbs’ past participle. The study is based on two main assumptions that cause difficulties for learners of English, namely, the forms of verbs and the difficulty of distinguishing between the present from the past simple tenses. The study discusses the use of deductive and inductive approaches in English pedagogical grammar teaching, and evaluates these approaches from A-factor and E-factor description. Overall results of the analysis show that the deductive and inductive approaches are helpful in language teaching and learning. And the forms of verbs and differences between the present and past simple tense made English learning difficult. By using appropriate teaching methods, English grammar can be taught and learned in an efficient way.

A Study of Written Errors of Iranian Learners: A Systematic Review

The collection of this systematic article was an attempt to show a survey of current activities in the field of error analysis in English language from 2012 to 2018 in Iran. In the country, English is being taught as Foreign Language from middle school. Khansir and Gholami Dashti (2014) mentioned that English accepted as language to pass in the examination. However, English system in this country often put on formal accuracy and teachers focus on the teaching of English grammar in their classes. Error analysis approach has been a widely discussed topic for more than 60 years over the world. However, all the findings of this paper from previous research works on error analysis can be good reasons in order to guide and help reduce such errors in the written language of Iranian students in EFL setting and the results of this work can also be used to as a guide for English learners over the world. This article identifies and presents the major reasons leading to the English written errors among the Iranian learners. Finally, it reports the effective strategies and suggestions for helping the students to improve their English language. The researchers of this study studied 178 papers in this process and 37 of the papers were relevant.

Teachers’ Assumptions on Teaching English Grammar for Lower-secondary Level Students (A Case Study of Nepal)

Teaching grammar is one of the aspects of language teaching. From the past, different methods, like teaching from rules, teaching from examples, teaching through texts have been used to teach grammar in Nepal. So, this research was prepared to study the teachers’ assumption for teaching English grammar at lower secondary level in Nepal. The issue of teaching prepositions, articles, tense, tags, causative verbs and subject verb agreement are raised in this research. In this research, both the primary and secondary sources of data were used. Questionnaires were used to collect the data for the research. The result shows that most of the teachers use inductive ways to teach grammar lessons or they used student-centered techniques. It also concludes that the level of the learners, context and nature of the text also make the teachers to select the method for teaching.

The Use of a Situational Presentation in Teaching English Grammar

The Use of a Situational Presentation in Teaching English Grammar

The Application of Affective Filter Hypothesis Theory in English Grammar Teaching

Krashen's theories of second language acquisition play a vital role in English teaching, in which "affective filter hypothesis" analyzes the influence of various affective factors on English learning. This paper focuses on Klashen's "affective filter hypothesis", analyzes the application of affective factors in the teaching practice of English grammar, and puts forward some teaching suggestions. The purpose of the study is to reduce the anxiety of the students in the second language grammar learning class, and then to find the most conducive state of English grammar learning, and to achieve the goal of English grammar teaching.

Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach

The educational value of digital game-based language learning has aroused attention in the English language teaching field. Among all language-specific skills, grammar is seldom addressed in game-based language learning, despite the fact that learning grammar is one of the challenging tasks for English as a Foreign Language (EFL) students. Learners often lack the motivation and enthusiasm to learn and pursue goals for using target grammar in authentic contexts relevant to their lives. The contextual gaming approach could therefore be a potential strategy to provide a springboard for practice and personalization. Thus, to inspire learners and to provide a meaningful English learning context, a contextual game-based learning approach was proposed and presented to an EFL grammar course for first-year college students in a northern Taiwanese university. The treatment was conducted to evaluate the effectiveness and game learning behaviors of the proposed learning approach by situating the experimental group in a contextual game-based learning approach, while the control group learned with a conventional technology-assisted English learning approach. The results revealed that the experimental group's contextual error rate was significantly lower than that of the control group. Analysis of their game learning behaviors further showed differences in the high- and low-achievers’ behavior patterns according to Halliday's functions of language development. Some guiding strategies are suggested for low-achievers in future game-based English grammar instruction and research.

The use of ict in teaching English grammar in secondary schools

Nowadays, in every aspect of our life information, communication and technology (ICT) are playing a vital role. Even in the field of education the technological developments have shown great impact on the learners to become innovative and a source for motivating tool towards learning. ICT is often used to talk about computers and other technology use in schools. There are many ways to involve ICT in language teaching. In this article, we discuss the role of ICT and ways of using of ICT in teaching English Grammar in secondary schools.

The English Grammar Teaching Based on Embodied-Cognitive Linguistics

The English Grammar Teaching Based on Embodied-Cognitive Linguistics

The use of ict in teaching English grammar in secondary schools

Nowadays, in every aspect of our life information, communication and technology (ICT) are playing a vital role. Even in the field of education the technological developments have shown great impact on the learners to become innovative and a source for motivating tool towards learning. ICT is often used to talk about computers and other technology use in schools. There are many ways to involve ICT in language teaching. In this article, we discuss the role of ICT and ways of using of ICT in teaching English Grammar in secondary schools.

Креативное обучение грамматическим средствам общения английского языка в неязыковом вузе

This article deals with the analyses and creation of creativity-based technique of English language grammar teaching in non-linguistic University. The conception of this article is creation by the authors of methodological basis of the given creativity based technique of grammar teaching in the non-linguistic University. The authors present the definition and the detailed analyses of the content of the given creativity teaching concept which is based on the methodical principle, techniques and teaching basis. The authors of the article also present the detailed developed algorithm of the given creativity based method of English language grammar teaching in the non-linguistic University.

THE AFFORDANCES OF THE FLIPPED CLASSROOM APPROACH IN ENGLISH GRAMMAR INSTRUCTION

Recently, the flipped classroom instructional approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Vietnam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances perceived by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. The qualitative research design was adopted in the study. Thirty-four students majoring in the English language at a university in Vietnam attended a 10-week flipped grammar class. The instruments include semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Vietnam.