Grammar Teaching Research Articles

ESL Teachers’ Beliefs about Teaching Grammar

Teaching grammar is a crucial facet in the context of language teaching. Throughout history, various approaches including instructing based on rules, using examples, and employing texts have been utilized to teach grammar at various level. This qualitative study attempts to explore secondary level experienced ESL (English as a Second Language) teachers' beliefs concerning the teaching of grammar, employing an interpretive paradigm. In an effort to explore these beliefs, a sample of eight experienced ESL teachers participated in the investigation. I employed purposive sampling to select the participants. A semi-structured interview was employed as the primary research tool to capture their perceptions, pedagogical preferences, and underlying assumptions regarding grammar instruction from the participants. The collected data underwent rigorous thematic analysis to unveil recurring patterns, emergent themes, and variations in beliefs across the participant cohort. The study uncovers a diverse array of beliefs held by ESL teachers, spanning from the role of explicit grammar instruction to the integration of communicative approaches. Through the thematic analysis, common threads and discrepancies emerge, revealing the intricate interplay of factors shaping ESL teachers' pedagogical orientations. The implications of this research extend to the realms of teacher training, curriculum design, and educational policy. This study contributes to the broader discourse on teacher beliefs, offering valuable insights that can guide the development of tailored teacher development programs and evidence-based teaching strategies, ultimately enhancing the quality of ESL grammar instruction.

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

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

The Use of ‘Snakes And Ladders’ Game As A Medium to Improve the Students’ Mastery of Past Form of Irregular Verbs

This study is about the use of „Snakes and Ladders‟ game toward the students‟ mastery of past form of irregular verbs. The study is aimed to (1) find out whether teaching the past form of irregular verbs by using „Snakes and Ladders‟ game is effective to improve the students‟ achievement in learning the verbs, and (2) find out the students‟ attitude and feeling toward the use of „Snakes and Ladders‟ game. The subjects of this study were the students of IX D of SMP N 5 Tambusai Utara. The selection of the class was based on the suggestion of the English teacher. The researcher used an action research design. There were two cycles in this study. Every cycle consisted of planning, acting, observing and reflecting. Before conducting the cyclical activities, the researcher gave the students an Initial Pre-test. After that, she gave the treatments to the students. In Cycle 1, she used group work without classical problem solving and showing the spelling of the verbs. However, the result was not satisfying enough. In Cycle 2, she used classical problem solving and also showing the spelling of the verbs. In this cycle, the result was very satisfying. After the cycle 2 was finished, she gave a Final Post-test and also questionnaire to the students. Based on the data analysis, there was a significant improvement of the students‟achievement after the use of „Snakes and Ladders‟ game was given. This improvement was proved by the comparison between the result of Initial Pre-test (68.14) and that of Final Post-test (88.80). After being showed the spelling of the verbs, their understanding toward the verbs was better. The classical problem solving that the researcher used in Cycle 2 successfully helped students learn the verbs from their friends‟ incorrect answers. The results of the observation checklists showed that the students‟ attitude in Cycle 2 was better than that in Cycle 1. Based on the result of questionnaire, the students also supported the use of „Snakes and Ladders‟ game in the teaching of grammar, especially the past form of irregular verbs. It was proved by their positive responses in relation to the use of that medium. Based on the results of the analysis above, it can be concluded that the use of „Snakes and Ladders‟ game successfully improves the students‟ mastery of past form of irregular verbs in the teaching of grammar.

On the Formation and Development of Hashimoto Grammar - Centered on Section and Connected Section

Hashimoto grammar is the theoretical foundation and source of "school grammar", and "school grammar" is the application and development of Hashimoto grammar in practical teaching. Therefore, based on previous research, this article discusses the formation and development of Hashimoto grammar. The main body of this article is divided into three parts. The first part summarizes the background and summary of the formation of Hashimoto grammar. The second part analyzes the core and development of Hashimoto grammar. Including section and connected section based on the "section theory". The third part attempts to correctly summarize the advantages and disadvantages of Hashimoto grammar. Thus, it can be argued that although Hashimoto grammar plays an important role in school teaching, it still has theoretical problems. Therefore, we should apply Hashimoto grammar correctly to better serve Japanese language education.

Teachers’ Perceptions of Communicative Language Teaching Approach in English Grammar Teaching

Over the decades, the reform and opening-up policy of the 1970s has pushed China to become increasingly connected to the world, leading to a growing demand for foreign exchange. The need for English language talents has promoted the transformation of teaching methods and reforms to the national curriculum. In the early 1980s, Communicative Language Teaching was introduced into the EFL setting in Chinese English classes. However, there is minimal time to practice speaking and communicating, and researchers have debated its applicability in China. This study aims to explore the effectiveness of Communicative Language Teaching in English grammar teaching in three public secondary schools; the current teaching environment affects its application, and the constraints that may prevent teachers from using it. Through semi-structured interviews, qualitative thematic data were collected from five English teachers working in three cities in Henan province. The results show that the uneven distribution of teachers between the capital city (Zhengzhou) and the other two prefecture-level cities (Xinmi and Xinxiang), the difference in the textbooks used, and the disparity in the English proficiency of the students led to five teachers’ different views on the feasibility of CLT. The findings will provide pedagogical insights for Chinese English teachers and contribute to the government’s efforts to improve Chinese public secondary schools’ teaching and learning environment.r

Enhancing English Grammar Learning Through Playful Activities: Suggestions for Primary School EAL Classrooms

This article aims to propose a series of activities, integrating games and playful activities, as a teaching strategy for English grammar instruction in government-funded primary schools in Santarém, in the state of Pará, Brazil. These activities draw inspiration from Keith Folse’s work titled Keys to Teaching Grammar to English Language Learners: A Practical Handbook, which offers important guidance for designing effective grammar exercises. James Hoffman's research map (I-Chart) was adopted to summarize information from the materials used in the preparation of this article. Seven activities have been adapted from Folse’s book, with the anticipation that their implementation will contribute to enhancing pupils’ understanding of English language structures, while fostering increased motivation and active classroom engagement. Furthermore, it is hoped that English as an additional language teachers, upon reading this text, will feel inspired to teach the language through playful activities.

The Role of Reasons for Arabic Grammar in Language Teaching: An Example of the Ottoman Madrasa Curriculum

İslâmiyet’le birlikte din diline dönüşen Arapçanın korunması ve Arap olmayan Müslümanlara öğretilmesi ihtiyacı, dil çalışmalarının erken dönemde başlamasına neden olmuştur. Gramere yönelik çalışmalar, sadece kuralların tespitiyle sınırlı kalmamış; dilsel olguların neden ve gerekçelerini de kapsamıştır. İlk dönemden itibaren dilciler, “illet” diye adlandırdıkları bu gerekçelerle gramer kurallarını aklî bir zemine oturtmaya çalışmışlardır. Zamanla nahiv ilminin ayrılmaz bir parçası haline gelen illetler, çoğu dilci tarafından özellikle Arap olmayan bireylere dil öğretiminde kullanılmıştır. Bu çalışmada öncelikle illet kavramı, illetlerin dil öğretimindeki rolü üzerinde durulmuş ardından Osmanlı medreselerinin Arapça öğretim müfredatı, nahiv illetleri açısından incelenmiştir. Çünkü ana dilleri olmamasına rağmen Arapça eser yazabilecek kapasitede âlimlerin yetiştiği bu kurumlar, Arapça öğretiminde rol model olmuşlardır. Çalışma sonucunda, nahiv illetlerinin orta ve ileri düzey dil öğretiminde gerekli görüldüğü, bu bağlamda Osmanlı medreselerinde temel dil kurallarını içeren basit metinlerle başlayan dil öğretiminin felsefî ve cedelî nahiv illetlerini de içeren ileri düzey dil öğretimiyle ikmal edildiği görülmüştür.

On the Appropriateness of CLT And TBLT in The Chinese Foreign Language Teaching Environment

With the comprehensive promotion of the new round of basic education curriculum reform in China, the new curriculum standard advocates to change the tendency of the English curriculum to pay too much attention to the explanation and teaching of grammar and vocabulary knowledge, and neglect the cultivation of students' practical language usability, to achieve this goal, the Communicative Learning Teaching Method (CLT) and the TBLT method (TBLT) were popular at one time. The paper analyzes the advantages and disadvantages of the two teaching methods according to their definitions and points out that teachers should choose the appropriate English teaching method according to comprehensive factors such as students' needs, social environment, and learning objectives.

Review of Edgar Schuster's Breaking the Rules: Liberating Writers Through Innovative Grammar Instruction (2003)

Breaking the Rules: Liberating Writers Through Innovative Grammar Instruction (2003) is a book on teaching English Grammar, composition, and practicing language rules efficiently in a more independent and individualistic sense away from old approaches of Grammar- Translation Method that have been used since ages. Edgar Schuster is a well-known author for his great interest in studying and exploring English Grammar and mastering structures. He is also known for his influential and important works that contributed much to educational development and innovation. He has published several articles and textbooks related to Grammar instruction, language planning, and writing and composition. Schuster has a broad and long experience in teaching English in secondary schools and colleges for more than forty years, and has won many awards for his distinguished teaching and research. He has been a master teacher at Harvard university, and an author of many important and significant books On Grammar and sentence structure, such as Sentence Mastery: A Sentence-Combing Approach Level B, (1989), Grammar: Usage and Style (1965), American English Today: The tools of English (1977), and many other significant books including the name of this book reviewed in this paper.

Relative clauses in written Hong Kong English: a corpus-based study of untimed student essays

ABSTRACT Cantonese English learners in Hong Kong appear to confront substantial difficulty in their development of English relative clauses, yet knowledge on learners’ development of such a language structure is limited. The present corpus-based study aims at verifying predictions of hypotheses about second language learners’ development of English relative clauses with data from written Hong Kong English and identifying quantitative and qualitative attributes of relative clauses in Hong Kong English in comparison with their counterparts in British English in a bid to inform second language grammar instruction. Language data for the study were collected from the Hong Kong and Great Britain components of the International Corpus of English. 'wh' relatives and 'that' relatives in the data were identified from untimed student essays in the corpus through concordance search. The Perceptual Difficulty Hypothesis appears to be supported by data from written Hong Kong English whilst the Noun Phrase Accessibility Hierarchy and the Subject–Object Hierarchy Hypothesis are only partially supported. Relative clauses appear much more frequently in written British English than in written Hong Kong English, and some attributes of non-standard relative clauses are identified.

Mesleğe Yeni Başlayan Türkçe Öğretmenlerinin Karşılaştığı Sorunlar: Öğretmen Eğitimi Programı Temelinde Bir İncelenme

The aim of this study was to examine the problems faced by Turkish teachers who have recently entered the profession, based on the teacher education program. For this purpose, the types of knowledge needed by Turkish teachers and the problem areas that these point to in the teacher education program were examined. In the study, a basic qualitative research design was adopted and criterion sampling was used to select the study group. Qualitative data obtained through interviews with nine teachers who graduated from six different universities were analyzed using descriptive analysis. The findings showed that the types of knowledge that the participants needed following their professional experiences and the evaluations they made of the teacher education programs on this basis pointed to five problem areas. These are the identity problem, content problem, learner problem, teaching problem and context problem. The types of knowledge needed by teachers are self-knowledge, content knowledge, general pedagogical knowledge, pedagogical content knowledge, and context knowledge, respectively. Participants stated that the education they received during their undergraduate education did not match the content they used in their professional lives, and that while they should have carried out studies focused on improving their language skills in the classroom environment, they took literature and theoretical courses during their undergraduate education. Participants also stated that due to their shortcomings in teaching language skills, they gave priority to teaching grammar in their lessons and tried to fill the gap they experienced in teaching skills with grammar teaching. Furthermore, it was observed that the participants were also in need of knowledge and skills related to teacher training in subjects such as communication with other stakeholders at school, knowledge of regulations, and communication with administrators and parents.

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

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

The Effect of Task-Based Language Teaching on Grammar of EFL Adolescent Learners

Many pedagogical studies have concentrated on the problem of task-based language education and its impact on the English learning and teaching process. The process of teaching and learning English, including grammar, has been facilitated and improved as a consequence of Task-Based Language Teaching (TBLT). The aim of the current study is to determine how task-based language education affects students’ understanding of grammar. Over the course of eight weeks, it was studied by 70 students in the 12th grade. Students initially take a pre-test to gauge their proficiency and determine if the experimental and control groups are homogeneous throughout the process. The study, particularly the grammatical structures education procedure, is launched when it is discovered that the students’ pre-test results did not produce any conclusive conclusions.A post-test is administered to learners at the conclusion of the instructional process to determine whether or not the differences between the pre- and post-test findings are relevant. The experimental students’ knowledge of grammar improves dramatically as a result of TBLT. In this study, task-based language education in grammar instruction produces more significant outcomes than conventional language teaching methods.

<한국어교육실습 전 단계>에서 이루어진 모의수업 경험에 대한 인식 조사

This study attempted to seek measures for improving mock classes by empirically exploring how Chinese graduate students who completed “Korean Practicum” perceive the mock class of “Korean Pre-Practicum” and “Korean Practicum” experience. Based on the research, As for the PCK of pre-service teachers, the ‘class teaching method,’ ‘Korean language knowledge,’ and ‘ability to use Korean language’ were improved through the mock class experience. During “Korean Practicum,” components of the PCK of teachers, namely subject matter knowledge, pedagogical knowledge, and situational knowledge, were enhanced evenly. and students showed high satisfaction with the two classes while feeling difficulties with the teaching plan and mock class. In particular, measures for improving mock classes were presented based on the self-evaluation process involving the analysis of the guidebook for teachers and reflective introspection in the mock class and based on the grammar teaching plan for beginner, intermediate, and advanced levels and instant feedback in “Korean Practicum.”

GRAMMAR, GRAMMAR TEACHING, AND GRAMMAR AND TEACHERS’ COGNITIONS: A REVIEW OF THE LITERATURE

GRAMMAR, GRAMMAR TEACHING, AND GRAMMAR AND TEACHERS’ COGNITIONS: A REVIEW OF THE LITERATURE

Review of Yuan, He & Hu (2023): Pedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language

Review of Yuan, He & Hu (2023): Pedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language

Study of English Grammar Teaching Practice in Senior High School under the Background of New Curriculum Standards

The English Curriculum Standards for Senior High Schools (revised in 2020, 2017 edition)(hereinafter referred to as the "New Curriculum Standards") advocates a three-dimensional dynamic grammar view of "form-meaning-use", which is oriented by language application. Under the guidance of thematic meaning, English grammar teaching in high school can try to start from the four levels of "introducing the theme, exploring the grammatical form", "exploring the theme, identifying the grammatical form", "expanding the theme, exploring the grammatical rules", and "sublimating the theme, applying the grammatical rules", so as to enable students to understand, analyze, summarize and use the grammatical rules in the context of the theme, and cultivate their comprehensive language application ability. Therefore, this paper expounds the basic principles that should be followed in grammar teaching practice under the background of the new curriculum Standards, and designs a teaching case of modal verbs in senior high school English grammar based on this principle, so as to explore the combination and application of the basic principles in the teaching of new curriculum standards and senior high school English grammar teaching.

Students’ Perception of Using Islamic Material in English Grammar Teaching for Islamic Higher Education

The objective of this article is to investigate (1) the forms of students’ perception of using Islamic materials in teaching English grammar, (2) factors of having perception, and (3) the implication of using Islamic material in teaching English grammar. This article used qualitative research, which used 26 English students departments. The data were collected through questionnaires. The result of the study showed that the students have positive and more positive perceptions. These positive perceptions are because the Islamic material in teaching English grammar helps them remember Islamic teaching. It also makes them easy to understand the English grammar. Besides that, the students feel that the teaching and learning are more challenging. The implication of using Islamic material in teaching English grammar is that their motivation is increasing. Further research should be conducted using more respondents to make the result of the study more comprehensive.

Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction

AbstractThis study investigated the influence of teachers’ experience with research‐related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective of the level of teachers’ prior experience with research‐related activities. First, there was a marked discrepancy between teachers’ grammar instruction and pedagogical recommendations of form‐focused instruction studies. Second, in‐class environment was the most influential element in shaping their grammar instruction. Third, more research‐related activities in the past did not lead to noticeable research engagement in the present. Fourth, lack of external support was the biggest hindrance to teachers’ research engagement to implement evidence‐based grammar instruction. However, prior research‐related experience appeared to nudge teachers into acknowledging the value of research while also causing them to be more cognizant of the limited relevance of research to their grammar teaching practice. I argue that the irrelevance of research can be a more serious obstacle to teachers’ research engagement in the long term and L2 pedagogy literacy of researchers is a prerequisite for research‐informed pedagogy to be achievable.

Explicit grammar instruction in the EFL classroom: studying the impact of age and gender

Abstract The long-standing emphasis on communicative language teaching has resulted in a de-emphasis of explicit grammar instruction (EGI) in favour of an implicit, intuitive approach to learning grammar that can lead to fossilized errors, which learners are then unable to correct. In terms of research, relatively little is known about how students and teachers approach EGI, especially at transition points between primary and secondary school. This article reports on an online questionnaire-based study that explored the beliefs of 405 learners and 17 teachers (including the latter’s reported practices) regarding EGI in the English classroom in primary and lower-secondary grades in Norway. The findings revealed that primary school students, as well as female participants, had more positive beliefs about EGI than those in lower-secondary schools (and male participants). Furthermore, teachers’ and students’ affective beliefs about EGI differed meaningfully sometimes, as did teachers’ implementation of EGI-related activities that the students most enjoyed.