Grammar Teaching Research Articles

A brief investigation of English language teaching and learning techniques applied to higher education students

Several decades ago, the English language has become a necessity for countries that do not have English as their mother tongue, attracting the attention of the academic, scientific, and economic communities. A great variety of techniques have been implemented in the teaching and learning of this language and have been adopted in most of the institutes of Higher Education in Latin American countries. The present research analyzes the different teaching and learning techniques based on the scientific literature used by English language teachers. The results are based on the academic performance of a group of Higher School Polytechnic of Chimborazo students. It is concluded that the combination of task-based teaching strategies (36.56 % of students acquired skills in English language learning acquisition according to this technique adopted by teachers.) and grammar teaching technique (42 % of teachers use this technique) has a better impact on English language learning.

Лингводидактические проблемы преподавания грамматики китайского языка в языковом вузе и возможные пути их решения

The aim of the study is to substantiate the need to improve the organisation of the educational process of Chinese grammar teaching at language universities. The paper sheds light on a number of linguistic and methodological problems in the practice of Chinese grammar teaching. The necessity of relying on the typological features of the Chinese language and the achievements of world Sinology and language theory in the teaching process is emphasised. The scientific novelty of the study lies in revising the approaches to Chinese grammar teaching currently predominant in Sinology circles, in determining the prospects for a further development of the methodology of Chinese grammar teaching in accordance with the principles of the predication concept of language that are focused on taking into account the typological features of the Chinese language, based on the assertion that a typical Chinese speaker in a typical situation, depending on the genre and style, will choose the typical “topic – comment” structure of a statement. As a result of the study, based on the analysis and survey of language university students, conclusions are drawn about the need to improve the process of Chinese grammar teaching, possible directions of such improvement are indicated.

Students’ Motivation to Learn Grammar: The Contribution of Focus on Form Instruction

Enhanced motivation of ESL students results from an application of appropriate instructional method. However, the extant literature related to the choice of appropriate instructional method is scant. Thus, the present study aimed at examining effectiveness of the focus on form instruction structured output in enhancing students’ motivation of learning grammar is initiated to identify an appropriate instructional method that motivates learners. Mixed methods approach through which self-administered questionnaire and semi-structured interviews were used to gather data from participant students was implemented. The results of one way-ANOVA and thematic analysis in line with the motivational dimensions showed that structured output is an effective instructional method in enhancing students’ motivation of learning grammar. It was found that the use of structured output instructional method enhances learners’ level of motivation to learn English grammar as measured using integrativeness, instrumentality promotion/prevention, criterion measures, attitudes to L2 community, ideal L2 self, ought to L2 self, and learning experience. Thus, the application of structured output as an alternative technique to teaching grammar is recommended.
 
 Received: 26 November 2022 / Accepted: 20 April 2022 / Published: 5 May 2023

EFFECTIVENESS OF DEDUCTIVE AND INDUCTIVE METHODS IN TEACHING GRAMMAR IN LANGUAGE LEARNING CLASSROOM AT ELEMENTARY LEVEL

Importance of teaching grammar has been one of the most debated topics both among language learners and language teachers. Having agreed that grammar is important, researchers and educators have been arguing over which method should be used while teaching grammar. This empirical research investigates comparative effectiveness of inductive and deductive methods in teaching grammar at elementary level. 2 groups of 15 pupils who are studying at 5th grade has been chosen to answer the research questions. The researcher used pre-test and post-test as a research instrument. The result of the study showed that there is no significant statistical difference among grammar performance of both deductive and inductive groups.

Exploring the Effect of LearnEnglish Grammar Mobile App on English Language Learners Grammatical Competence

This study aimed to explore the impact of the LearnEnglish Grammar app on the grammatical accuracy of 10th-grade students at a gifted high school. Utilizing a quasi-experimental design, the researchers randomly assigned students to either an experimental group that used the app for grammar lessons or a control group that received traditional grammar instruction. The results revealed that the LearnEnglish Grammar mobile app significantly enhanced the experimental group’s grammar competence compared to the control group. Most learners demonstrated a positive attitude towards the app and expressed an interest in incorporating it into their language studies. These findings support the comprehensive integration of mobile learning in English grammar education to improve student achievement and lay the groundwork for future research on the effectiveness of mobile learning applications across various school subjects.

THE ROLE OF GRAMMAR IN LEARNING ENGLISH LANGUAGE

This research article aims to investigate the role of grammar in the process of learning the English language. The study explores the importance of grammar instruction, its impact on language proficiency, and its relevance in different language learning contexts. Through a comprehensive review of relevant literature, this article examines various perspectives and theories regarding the role of grammar in language acquisition.

Students’ perceptions and experiences about the combined inductive-deductive approach in intermediate grammar class

This research study investigates students’ perceptions and experiences about using the combined inductive-deductive approach in teaching English grammar in intermediate grammar class. The study employed a mixed methods design to answer the research questions. We used a questionnaire including four aspects according to ARCS Model to answer the first research question through examining the perceptions of 65 university students majoring English. Then five of 65 students were selected to be interviewed to explore their experiences on the combined inductive-deductive approach to answer the second research question. The results of the questionnaire and the interviews reveal that most students prefer the combined approach to teaching English grammar although they have positive perceptions towards the inductive or the deductive approach. The combined approach can provide students with better understanding of grammar and keep them involved and interactive in the learning process. Therefore, this current study suggests that further research should be conducted to investigate the effectiveness of the combined approach in the process of teaching grammar and teachers’ perceptions towards such approach.

The Design and Implementation of Blended Learning Teaching Grammar for English Education Students

Teaching grammar was considered very important to the ability to use language. Learning more about grammar will help students produce better sentences while speaking and writing. For this reason, this article introduces different ways of teaching grammar. This research aimed to analyze the design and implementation of Blended Learning in Basic English Grammar classes. This research used mixed methods. The subject in this research was the students from the 1st semester English department of the University of Mataram and the lecturer who taught Basic English Grammar using Blended Learning. The data were collected through observation, questionnaire, interview, and documentation. The results of this study showed that the design of Blended Learning using ICARE as a model of learning in Basic English Grammar for 1st-semester students is great. The students give positive and negative responses toward the use of blended learning. Furthermore, the student’s achievement in Basic English Grammar showed a positive impact. Where the student’s average score on the mid-test was (67.36%). While on the final test was (75.49%). To sum up, implementing blended learning is successful and positively impacts student’s achievement in Basic English Grammar.

Current Situation of Grammar Teaching in Secondary Schools in Practice: Do the Problems Still Exist?

Dil bilgisi öğretimi, bir dili konuşanların kullandıkları dilin yapısı ve işleyişi hakkında bilgi sahibi olarak onu yetkin bir biçimde kullanabilmeleri açısından önemlidir. Bu araştırmanın amacı ortaokullardaki dil bilgisi öğretiminin uygulamadaki güncel durumunu ortaya koymaktır. Böylece alanyazında belirtilen dil bilgisi öğretim sorunlarının devam edip etmediği hakkında çıkarımların yapılması amaçlanmıştır. Araştırma nitel araştırma desenlerinden durum çalışmasına uygun olarak tasarlanmıştır. Araştırma verileri altı hafta boyunca ortaokullarda stajyer olarak derslere katılan ve gözlem yapma fırsatı bulan Türkçe öğretmeni adaylarının görüşlerinden elde edilmiştir. Araştırmanın çalışma grubunu 37 Türkçe öğretmeni adayı oluşturmuştur. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme formu aracılığı ile elde edilen verilerin analizinde betimsel analize başvurulmuştur. Araştırmada elde edilen bulgular ortaokullarda dil bilgisi öğretiminin sıklıkla dil becerilerinden bağımsız ayrı bir ders olarak ele alındığına, metinden yani bağlamdan kopuk bir dil bilgisi öğretim anlayışının benimsendiğine işaret etmektedir. Bununla birlikte bulgular söz konusu ortaokullarda dil bilgisi öğretiminde sıklıkla düz anlatımın ve soru cevap tekniğinin kullanıldığını ayrıca tümdengelime başvurulduğunu göstermektedir. Bulgular bu okullarda dil bilgisi öğretiminin dil becerilerini geliştirmek için bir araç olarak değil, amaç olarak ele alındığına işaret etmektedir. Tüm bunlar günümüzde ortaokullarda hâlihazırda uygulanmakta olan dil bilgisi öğretiminde, geçmişten gelen davranışçı yaklaşımın izlerinin hâlen devam ettiğini göstermektedir.

Grafix: Help game for people with dysorthography

GRAFIX is an educational game developed by a multidisciplinary team from the Federal Institute of Education, Science and Technology of Maranhão (IFMA) in partnership with the Federal Institute of Education, Science and Technology of Piauí (IFPI) and the State Department of Education of Maranhão (SEDUC), with the aim of assisting in the treatment of people with dysorthography. The game is based on the Applied Behavior Analysis (ABA) methodology and is grouped into tasks to teach the correct spelling of letters, words and phrases with their respective sound, setting grammatical rules, punctuation and accentuation, containing positive reinforcements and without negative interactions, its theoretical foundation was based on literary reviews and literacies of the main multidisciplinary databases indexed in the CAPES portal, such as ASTM, Scopus and Web of Science. GRAFIX uses mobile devices to exercise, developing the users' neurocognitive stimuli, gradually increasing their spelling accuracy, organization, structuring and composition of written texts, as well as improving sentence construction. The game has become a differentiated tool for the treatment of dysorthography, since the disorder can have a negative impact on the self-esteem and school performance of the affected people, and it can be used in the classroom as an active methodology, complementing the grammar teaching, offering a pleasant, playful and interactive approach.

Teaching Grammar in Iraqi Secondary Schools by Using the Communicative Approach

The aim of the present paper is to describe the teaching grammar process in Iraqi secondary schools based on the Communicative Approach (CA) with reference to teacher’s experience and the difficulties that the teachers face during teaching the class. Teaching grammar in Iraqi secondary schools is the dominant content in the syllabus and is preferred to other skills. Additionally, teaching grammar in Iraqi secondary schools using other methods, such as: Grammar-Translation method (GTM) which is considered as the principal method, ‘Direct method’ (DM) and ‘Indirect method’ (IM) enable teachers to meet what learners need during learning the grammatical structures.

他山之石, 可以攻玉――周清海《华语教学语法》札记

Abstract This paper combs and introduces the contents and characteristics of “Huayu Teaching Grammar (Revised)” by Professor Chew Cheng Hai from two aspects: teaching and research. While meeting the teaching requirements, this book highlights the following three points: first, based on Chinese, integrating the commonness and individuality; second, based on phenomena and problems, providing new contents; third, based on teaching, meeting multidimensional needs. The prominent research of this book not only targeted at ordinary learners, but also linguistic researchers. As “a stone from another hill”, this book not only provides a successful example and model of great referential value for the compilation of Chinese textbooks, but also inspires people to draw inferences about other cases from one instance and carry out more exploration and practice.

INNOVATIVE APPROACHES IN TEACHING GRAMMAR

INNOVATIVE APPROACHES IN TEACHING GRAMMAR

ANALISIS KATA SENDI NAMA “DI” DAN “DALAM” DALAM PENULISAN KARANGAN PELAJAR TINGKATAN 4

Good command of grammar skills can help students produce quality, critical and creative writing. The teaching of Malay grammar should follow the correct principles to avoid confusion in the use of prepositions. Most students are not proficient and lack knowledge in using prepositions correctly. This study focuses on the prepositions “di” and “dalam” in the essay writings of form 4 students. The current study applies a qualitative research method conducted on 30 essays written by form 4 students. The objective of this research is to identify, describe and analyse the forms of prepositions used in the production of form 4 students' essays. The researcher uses the Transformative Generative Theory introduced by Noam Chomsky in 1957 to explain the research objectives. The correct use of prepositions in essays is analysed using percentages. The result of the investigation shows that the percentage of correct use of the preposition “di” is 83% and the incorrect use is 17%. For the use of the preposition “dalam”, the percentage of correct answers is 65% and the incorrect answers is 35%. Conclusively, there are students who are still confused on the accurate use of prepositions according to the correct preposition formula. This situation can be seen through the dominant errors in the use of the preposition “dalam” in comparison with the preposition “di”. This investigation can further enhance the correct use of prepositions in students' essay writing and Malay language teachers need to take proactive measures to address this problem. Some of the suggestions for further studies that can be done by the researchers is to investigate grammatical mistakes using different corpora such as newspapers, magazines, speech texts, short stories, and others.

Mexican High School Students’ Perceptions Regarding Inductive and Deductive Grammar Teaching

The purpose of this study was to discover the perceptions that Mexican high school students hold toward deductive and inductive grammar teaching. This study followed the qualitative method to make sense of the data provided by the participants. The study took place in a private catholic high school in Guanajuato, Mexico. Three female Mexican students who were on average 17 years old were the participants in this investigation. This research was a case study that examined participants’ perceptions very closely. The data in the study were gathered through two questionnaires, and one interview. To analyze the data, the researcher implemented thematic analysis which permitted the identification of salient themes. Overall, the results seem to suggest that students perceive the implementation of the inductive approach as an interactive teaching strategy that generates an appealing learning environment. On the negative side, the participants considered that the use of the inductive approach took too much class time, and they saw this as a disadvantage. Moreover, the results indicate that students are used to the deductive approach, and they consider it to be easier to be applied and followed in the language classroom.

Основные аспекты коммуникации на иностранном языке и их роль в преподавании иностранного языка

The main purpose of the study is to consider the three main components of language communication. When mastering many sign-forming means of a foreign language (not only written, but also sound), their description may be useful; as a result of mastering a group of structures, it is sometimes advisable to give a descriptive summary of what has been mastered. Structures that are fundamentally different from the structures of the native language deserve special attention. The article formulates the prerequisites that actualize the question of the auxiliary function of descriptive grammar. Special attention is paid to the division of signs into ready-made and new ones. The study emphasizes the purely auxiliary function of descriptive grammar, which can never, under any circumstances, become the main tool for mastering the sign-forming means of language. It is also appropriate to emphasize that the role of grammar in school teaching of a foreign language is characterized here with the utmost clarity, the formation of new signs with its help. It is the physical reproduction of new or ready-made signs (in a sound language or in writing) that is of paramount importance, being inextricably linked with the first two components of communication and complementing them. The mere mechanical ability to correctly articulate sounds or write letters does not yet provide the proper level of message transmission. It is achieved only by simultaneous development and complete fusion of all three aspects of activity in this phase of language communication.

Alternative grammar teaching vs. traditional grammar teaching in Albanian tertiary education

Owing to the complex nature of the English Grammar, teachers of English language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students to master grammar structures though English teachers in Albania try hard to make grammar teaching as engaging as possible but through the traditional grammar teaching approach. The traditional approach and techniques have produced ineffective learning and inert knowledge problems. However, through alternative teaching approaches, especially the communicative one, students learn the language in all its three dimensions, form, meaning and use. This helps them to make use of grammatical structures meaningfully, accurately, and appropriately. With the view to investigate Albanian University lecturers’ perspectives in teaching English grammar in foreign languages departments in Albania, this research paper aimed to survey English Language lecturers’ most effective grammar teaching approaches and strongly suggest them teaching grammar communicatively. With the aid of a questionnaire, lecturers provided their opinions on the effectiveness of this alternative teaching approach and its impact on their students’ success. As an integral component part of language, as a mechanism that makes language move, grammar improves the quality as well as accuracy of English language writing and fluency, and the best approach to integrate it into English language teaching skills, should be applied by all English language lecturers. The questionnaire’s results show an integration of both approaches. Lecturers prefer teaching grammar communicatively to the traditional approach; however, they also use elements of the traditional one.

Investigating a Teacher’s Beliefs and Practices in Teaching Grammar: A Case Study of a Senior Teacher of English in a High School in Jakarta

What a teacher believes and does in grammar instruction is a substantial issue that needs to be explored. Understanding the teacher's beliefs could facilitate a better understanding of the teacher's classroom practices and, eventually, the nuances of her student's performance. A few studies have been conducted on a teacher's beliefs and practices in teaching grammar in the Indonesian context. However, studies investigating a senior teacher's beliefs and practices in teaching grammar are infrequent in Indonesia. The teaching of grammar has always been controversial for language teachers in L2/ EFL settings. The main problem is how grammar should be taught and acquired. The aim of this study is to analyze a teacher's beliefs and practices relating to the teaching of grammar. The data were gathered through an in-depth interview with the teacher and classroom observations. This research focused only on a female senior teacher who has taught English for tens of years in a high school environment. From the in-depth interview and the observations, the researcher obtained meaningful information from the teacher, starting from the beginning of her teaching, then during the Post Method phase, and through the phase for the integration of the teaching of grammar with technology. From the interviews and classroom observations, the researchers can conclude that the teacher has shown consistency with her beliefs, and the several teaching innovations while still adopting the Deductive Method.

The Challenges of Teaching Grammar at the University Level: Learning From the Experience of English Lecturer

Grammar overall, is a challenging language skill. Even experienced English lecturers may face difficulties in explaining grammar to students. Grammar is the primary skill to be developed when learning English as a foreign language. Yet, when other languages' skills gained more attention, grammar came to be seen as the least important skill. Without using proper assessment to reduce student understanding, this is frequently explained in a straightforward manner by means of other skills. This study focuses on the challenges English language teachers use when teaching grammar at the second-grade level. In this essay, every single English language teacher participates. The researchers interviewed them, copied, and analysed the data obtained from the interview. Problems and difficulties of students are no less important for lecturers to know in teaching grammatical structures. In this case, English lecturers are challenged to find more strategic and creative ways of teaching grammar. Mastery of good grammar guarantees students' ability to master other skills such as writing and speaking. Due to this, the study may benefit other English language teachers and lead to new ideas for addressing the problem at hand. Everyone agreed that she experienced three challenges while they were learning grammar. This study can be a good reference for other English lecturers and students, and parents in overcoming these challenges.

Take the plunge

Phraseology has proven to be an important aspect of languages; as such, linguistic theories were forced to reshape their explanatory tools so as to incorporate this important aspect of language to their descriptive models. In light of this, analogous areas such as first and second language acquisition theories have all acknowledged the importance of speakers’ phraseological knowledge in real communication, both in L1 and L2 acquisition settings and in general language use. Nevertheless, despite being a relatively well-known phenomenon in theoretical studies, little has been said about the relationship between phraseology and syntax. More specifically, the idea of using phraseology as a starting point for the teaching of schematic grammatical structures seems to be a promising area of application and investigation. This paper aims to contribute to this area by presenting some ideas on how phraseology can be used as a springboard for the teaching of grammar.