Thematische Bibliographien / ESL grammar

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Auswahl der wissenschaftlichen Literatur zum Thema „ESL grammar“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 11. Februar 2022

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Zeitschriftenartikel zum Thema "ESL grammar"

Wilson, Karen Marie, und Barbara Robinson. „Focus: An ESL Grammar“. TESOL Quarterly 23, Nr. 4 (Dezember 1989): 690. http://dx.doi.org/10.2307/3587544.

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Gao, Carl Zhonggang, Marianne Celce-Murcia und Diane Larsen-Freeman. „The Grammar Book: An ESL/EFL Teacher's Course“. TESOL Quarterly 34, Nr. 2 (2000): 372. http://dx.doi.org/10.2307/3587964.

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Kidd, Richard. „Teaching ESL Grammar through Dictation“. TESL Canada Journal 10, Nr. 1 (26.10.1992): 49. http://dx.doi.org/10.18806/tesl.v10i1.611.

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For a variety of theoretical and practical reasons, dictation is a promising general procedure for promoting both conscious learning and subconscious acquisition of L2 grammatical structures. Although traditional dictation tends to be rather boring, the method allows a number of interesting and motivating variant techniques. This article describes four such variants, useful and effective dictation activities specifically designed for the teaching of grammar, that ESL teachers might easily add to their instructional repertoires.

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Khatib, Mohammad, Saeed Rezaei und Ali Derakhshan. „Literature in EFL/ESL Classroom“. English Language Teaching 4, Nr. 1 (28.02.2011): 201. http://dx.doi.org/10.5539/elt.v4n1p201.

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This paper is a review of literature on how literature can be integrated as a language teaching material in EFL/ESL classes. First, it tracks down the place of literature in language classes from the early Grammar Translation Method (GTM) to Communicative Language Teaching (CLT) era. The paper then discusses the reasons for the demise and resurrection of literature as an input for language classes. After that the reasons for and against the use of literature in EFL/ESL classes are enumerated and discussed. For so doing, the researchers draw upon recent ideas on language teaching practice and theories. Finally in a practical move, this paper reviews the past and current approaches to teaching literature in language teaching classes. Five methodological models for teaching literature are proposed.

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Vandenhoek, Tim. „The Past Perfect in Corpora and EFL/ESL Materials“. Research in Language 16, Nr. 1 (30.03.2018): 113–33. http://dx.doi.org/10.2478/rela-2018-0005.

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Corpora provide teachers and materials developers with the ability to ensure that the instructions they use in class and in teaching materials correctly reflect natural use. This paper examines the ways in which grammar reference books and two types of EFL/ESL materials present the past perfect aspect and whether they do so accurately. It will be argued that there are several issues concerning how these books present the grammar point. Many of the books surveyed provide incomplete explanations of when and how the form is used and several contain usage guidelines that are not supported by available corpus data. The paper ends with several recommendations to improve how the form is presented to teachers and learners.

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Zubair, Hassan Bin, Abrar Qureshi, Adnan Tahir und Athar Munir. „Shifting Language Paradigm: An Integration of Five Dimensions of Culture in Teaching English as a Foreign Language in Pakistan“. International Journal of English Linguistics 8, Nr. 5 (05.05.2018): 53. http://dx.doi.org/10.5539/ijel.v8n5p53.

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This study explores the inseparable entities of language and culture. Mastering the cultural element is crucial in the EFL/ESL language learning process. Furthermore, the study investigates the role of culture in the EFL/ESL curriculum since the 1980s. The paper examines the integration of culture into the ESL/ EFL classrooms in Pakistan. Most Pakistani EFL classrooms continue to simply focus on the grammar-translation approach, where students have to memorize significant and non-significant grammar points and then do dozens of exercises drilling the newly learned grammatical form(s). The foundation for teaching culture language learning include the 5 Cs, the Five Dimensions of Culture, language learning authentic materials, and the Cultural Experiential Learning Cycle. Through experiencing role-playing situations and distinguishing similarities and differences between cultures, students are culturally prepared with appropriate behaviors and responses when they encounter a similar situation in the target culture. The recommendations provided should enable Pakistani educators and administrators to effectively integrate culture into EFL curricula. This Paper explores the incorporation of culture in the context of Pakistani language learning environments. It also investigates strategies and techniques that make the language learning process productive, so that Pakistani educators can incorporate them within their classrooms.

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Chung,Chan. „A Note on the Grammar Book:An ESL/EFL Teacher’s Course“. Linguistic Research 25, Nr. 2 (September 2008): 125–37. http://dx.doi.org/10.17250/khisli.25.2.200809.007.

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Yang, Ping. „Back to basics: Cracking a nut in using English indefinite articles“. English Today 30, Nr. 4 (11.11.2014): 28–33. http://dx.doi.org/10.1017/s0266078414000376.

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This paper is focused on basic English language knowledge and skills by looking at the circumstances in which English indefinite article, either ‘a’ or ‘an’, is selectively used with authentic examples cited from a few widely read Australian newspapers. Three fundamental elements of a language consist of its pronunciation, vocabulary and grammar in language teaching terms (phonetics, lexicology and syntax are respectively used in linguistic terms). These terms are used in this discussion which is oriented to general ESL (English as a Second Language) and EFL (English as a Foreign Language) users. The fact is that most of them tend to pay less attention to pronunciation than to vocabulary or grammar, and approach these fundamental language elements in isolation rather than reflect on their connections. To address this issue, the author shows that pronunciation and grammar are connected and that it is important to get back to basics in language learning through investigating distinctions between two indefinite articles. There are four reasons for this investigation. First, examination of their distinctions in context crosses over the knowledge boundary between pronunciation and grammar. Making connection and association between the two language elements helps ESL/EFL learners develop analytical skills and enables reflective learning experience (Brockbank & McGill, 2007).

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Smart, Jonathan. „The role of guided induction in paper-based data-driven learning“. ReCALL 26, Nr. 2 (19.02.2014): 184–201. http://dx.doi.org/10.1017/s0958344014000081.

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AbstractThis study examines the role of guided induction as an instructional approach in paper-based data-driven learning (DDL) in the context of an ESL grammar course during an intensive English program at an American public university. Specifically, it examines whether corpus-informed grammar instruction is more effective through inductive, data-driven learning or through traditional deductive instruction. In the study, 49 participants completed two weeks of ESL grammar instruction on the passive voice in English. The learners participated in one of three instructional treatments: a data-driven learning treatment, a deductive instructional treatment using corpus-informed teaching materials, and a deductive instructional treatment using traditional (i.e., non-corpus-informed) materials. Results from pre-test, post-test, and delayed post-test indicated that the DDL group significantly improved their grammar ability with the passive voice, while the other two treatment groups did not show significant gains. The findings from this study suggest that in this learning context there are measurable benefits to teaching ESL grammar inductively using paper-based DDL.

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Hashim, Harwati, Karmila Rafiqah M. Rafiq und Melor Md. Yunus. „Improving ESL Learners’ Grammar with Gamified-Learning“. Arab World English Journal, Nr. 5 (15.07.2019): 41–50. http://dx.doi.org/10.24093/awej/call5.4.

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Dissertationen zum Thema "ESL grammar"

Gaynor, Robert Lee. „Computer Grammar Checkers and ESL Writers“. PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4796.

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The use of word processors has become common in writing instruction for students of English as a second language (ESL). Recent developments in microcomputer technology have increased the number of "tools" or writing aids that are incorporated into word processing programs. Among these are computer style and grammar checkers, programs that attempt to identify and diagnose stylistic, grammatical, and mechanical problems in writing. This study examines the suitability of commercial grammar checking programs for use by ESL writers through descriptive analysis of program features and evaluation of accuracy. The programs evaluated are Grammatik 5, Microsoft Word 6.0 and Correct Grammar (both using CorrecText as an underlying system), and Right Writer 6.0. The principal issues explored in the descriptive analysis are comparative ease-of-use, the nature of diagnostic advice and tutorial information, and modification capabilities of each program. The analysis shows that grammar checking programs that are part of word processing programs (e.g., Word Perfect and Microsoft Word) are easier to use, but lack key components that permit modification of advice messages and tutorial information, or addition of new error patterns. The evaluation of accuracy examines program performance in terms of error types the programs were designed to identify in relation to errors common in ESL writing. In a test of sample sentences, the overall accuracy rate for the most successful program, Grammatik 5, was only 50%. Microsoft Word and Correct Grammar were second with 42%; Right Writer 6.0 was the weakest, with a score of 25%. Program accuracy was substantially reduced in analysis of a sample student essay. Microsoft Word and Correct Grammar performed best, but with only 21% accuracy. The score of Grammatik 5 was reduced to 17%, and that of Right Writer 6.0 to 13%. This suggests that student writing contains a larger number of errors the programs cannot identify than do the test sentences. In addition, sentences in the essay contained multiple errors, while most of the test sentences contained only one error. Low accuracy rates might be improved by rule modification features of standalone versions of programs such as Grammatik 5 and Correct Grammar.

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Annertz, Nils, und Theodor Sjölund. „The Effectiveness of Different Types of Corrective Feedback for Grammar Acquisition: a Swedish Perspective“. Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41225.

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Both grammar and corrective feedback (CF) are important for second language acquisition, though they are not mentioned explicitly in the Swedish upper secondary school curriculum. Moreover, it is not clear which type of CF is most effective in grammar acquisition. This paper aims to consolidate, compare and contrast the findings of several articles examining the effect of CF on grammar acquisition. Two databases were used to find articles applicable to answering the research question. After excluding those that did not meet the criteria, nine articles were used in the end. Although the findings show that CF is effective for grammar acquisition in general, they do not show any type of CF to be superior to another. The factors identified as affecting the results of the studies are target structure, method, language proficiency and L1. Through the studies analyzed, it is not possible to establish the long-term effects of the various types of CF. Nevertheless, the findings suggest that oral meta-linguistic explanation (ME) is beneficial for teachers due to its time-efficiency. In conclusion, CF, being shown to facilitate grammar acquisition for L2 learners in general, has positive effects on English learning in the Swedish classroom. However, more research is needed in order to establish its effectiveness long-term and on a more detailed level.

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Kleiman, Johannes, und Fredrika Hallonsten. „Teaching Grammar in an ESL setting: Teachers’ beliefs and practices“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32552.

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Grammar constitutes one of the core components of a language. It is thus problematic that a gap can be found between steering documents and teacher practices in Sweden. The steering documents provide minimal guidance for teachers regarding grammar instruction, which leads to teachers instead relying on their own beliefs to determine their practices. This qualitative study uses semi-structured interviews to examine to what degree the beliefs and practices in relation to English grammar instruction of four teachers in the southern part of Sweden align with three theoretical approaches to grammar teaching from the reviewed research: focus on formS (FonFs), focus on meaning and focus on form (FonF). The results are characterized by individuality in both teachers’ beliefs and practices, but can also be seen to be fundamentally similar in that, for each teacher, the steering documents provide minimal guidance, and factors such as context and the centrality of the learner in grammar instruction are important. All teachers show tendencies toward the three theoretical approaches, but their actual alignment shifts and varies depending on context. We conclude that the absence of direction from the steering documents has the potential to result in disparate and fractured grammar instruction that can negatively impact the learner. This is therefore an important area that should be further researched to ensure that teachers receive sufficient guidance for providing English grammar instruction.

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Wu, Kam-yin. „Teacher beliefs and grammar teaching practices case studies of four ESL teachers /“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341893.

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Wu, Kam-yin, und 胡錦賢. „Teacher beliefs and grammar teaching practices: case studies of four ESL teachers“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37341893.

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Lin, Hsiao-Chuan. „A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction“. Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1291249869.

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Butler, Brian. „A Semantic Map Approach to English Articles (a, the, and Ø)“. Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12975.

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The three structural possibilities marking a noun with an English article are a, the, and Ø (the absence of an article). Although these structural possibilities are simple, they encode a multitude of semantic and pragmatic functions, and it is these complex form-function interactions that this study explores and explains using a semantic map model. The semantic map that is proposed contains three dimensions, which I refer to as Grammatical Number, Referentiality, and Discourse Mode. Each of these dimensions contains a number of further semantic values or pragmatic functions - which I will label "attributes" - that are implicated in English article choice. Various semantic map versions are tested and compared with a methodological approach that uses data collected in a controlled protocol from an elicited conversational discourse. The version that performed best is used as a basis for proposing a comprehensive semantic map that includes the following dimensions and dimensional attributes: a Number dimension with 3 attributes (singular, plural, and uncountable); a Referentiality dimension with 11 attributes, including 7 referential attributes that describe kinds of identifiability (proper names, shared lexis, shared speech situation, frame, current discourse, identifiable to speaker only ["new reference"], and identifiable to neither speaker nor listener [non-specific]) as well as 4 non-referential attributes (categorization, general non-referential expressions, finite verb [verb-object] "noun incorporation", and idioms); and a Discourse Mode dimension with 4 attributes (headline, immediacy, normal, and reintroducing). This model of English articles contributes to the field of research on articles as well as to the field of English language instruction and learning. In addition, it is suggested that the methodological paradigm used to test the semantic map model may be useful as an experimental paradigm for testing semantic maps of other constructions and languages.

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Amonette, Maria Mohr. „Beyond the ESL grammar classroom : a descriptive study of transfer of grammatical instruction /“. Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9435.

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Mikhail, Alexandria Kalyn. „Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms“. The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287.

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Edwall, Nicolina. „Explicit Grammar Instruction: In-Service Teacher Attitudes and Classroom Implementations“. Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182622.

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The importance of explicit grammar instruction has been debated during decades within the second language acquisition discourse community. Researchers’ views on the topic are controversial, and there is still no clear answer to be found. In terms of English teacher attitudes, previous research shows no indication of a gradually decreasing interest in explicit grammar instruction in L2 or FL classrooms. Despite this, the Swedish National Agency of Education does not mention explicit grammar instruction in their official documents regarding the subject of English. Hence, this paper aims to examine if the Swedish context has an impact on in-service English teachers’ attitudes towards explicit grammar instruction. To investigate their attitudes, along with their preferred approaches to explicit grammar instruction, semi-structured interviews were conducted with five English teachers at upper secondary school. The interviews were recorded, carefully analysed and partly transcribed. The results show that all of the interviewed English teachers were positive towards explicit grammar instruction and use it in their teaching. In terms of approaches to explicit grammar instruction, all of the five teachers explained that they highlight a certain grammatical rule when they notice that many of their students have a hard time with it. It is often after a writing assignment that the grammatical difficulties are revealed and will be brought up in class. The teachers tend to explain the rule by using the whiteboard, a relevant YouTube clip or a PowerPoint. An interesting finding was that all of the teachers referred to their own experience when explaining why they use a specific approach to explicit grammar instruction, whereas none of the teachers referred to research within the field. In addition, all of the interviewed teachers expressed that the official steering documents by the Swedish National Agency of Education should mention grammar instruction more explicitly. However, they were still positive towards the official documents, because of the fact that these focus on communication. The current paper provides an indication of how English teachers in Sweden prefer to work with explicit grammar instruction, along with suggestions for further research on the topic.

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Bücher zum Thema "ESL grammar"

Robinson, Barbara. Focus: An ESL grammar. New York: St. Martin's Press, 1989.

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Robinson, Barbara. Focus: An ESL grammar. London: Macmillan, 1991.

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Danesi, Marcel. Barron's ESL/EFL handbook. Hauppauge, NY: Barron's Educational Series, 2006.

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Diane, Larsen-Freeman, und Williams Howard Alan, Hrsg. The grammar book: An ESL/EFL teacher's course. 2. Aufl. Boston: Heinle & Heinle, 1999.

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Lester, Mark. McGraw-Hill's Essential ESL Grammar. New York: McGraw-Hill, 2008.

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English grammar for ESL learners. Chicago, IL: McGraw-Hill, 2005.

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Savage, K. Lynn. Grammar matters: Teaching grammar in adult ESL programs. Cambridge: Cambridge University Press, 2010.

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Danesi, Marcel. Basic American grammar and usage: An ESL/EFL handbook. Hauppauge, NY: Barron's Educational Series, 2006.

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A complete grammar guide for Ell and Esl writers. Mustang, Okla: Tate Publishing and Enterprises, LLC, 2012.

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Grammar by the book: The passive in pedagogical grammars for EFL/ ESL teachers. Milano: LED, 2008.

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Buchteile zum Thema "ESL grammar"

Omar, Nazlia, Nur Asma Mohd Razali und Saadiyah Darus. „Automated Grammar Checking of Tenses for ESL Writing“. In Rough Sets and Knowledge Technology, 475–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02962-2_60.

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Gebhard, Meg, Kathryn Accurso und I. An Chen. „Paradigm Shifts in the Teaching of Grammar in K-12 ESL/EFL Contexts“. In The Handbook of TESOL in K-12, 249–63. Chichester, UK: John Wiley & Sons, Ltd, 2019. http://dx.doi.org/10.1002/9781119421702.ch16.

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Jones, Rodney H., und Graham Lock. „Gap Filling“. In Functional Grammar in the ESL Classroom, 43–58. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230297524_4.

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Jones, Rodney H., und Graham Lock. „Introduction“. In Functional Grammar in the ESL Classroom, 1–10. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230297524_1.

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Jones, Rodney H., und Graham Lock. „Comparing“. In Functional Grammar in the ESL Classroom, 11–27. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230297524_2.

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Jones, Rodney H., und Graham Lock. „Sequencing“. In Functional Grammar in the ESL Classroom, 29–42. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230297524_3.

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Jones, Rodney H., und Graham Lock. „Reconstructing“. In Functional Grammar in the ESL Classroom, 59–71. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230297524_5.

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Jones, Rodney H., und Graham Lock. „Elaborating“. In Functional Grammar in the ESL Classroom, 73–89. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230297524_6.

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Jones, Rodney H., und Graham Lock. „Transforming“. In Functional Grammar in the ESL Classroom, 91–107. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230297524_7.

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Jones, Rodney H., und Graham Lock. „Combining Procedures“. In Functional Grammar in the ESL Classroom, 109–31. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230297524_8.

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Konferenzberichte zum Thema "ESL grammar"

Chen, Jhih-Jie, Chingyu Yang, Peichen Ho, Ming Chiao Tsai, Chia-Fang Ho, Kai-Wen Tuan, Chung-Ting Tsai, Wen-Bin Han und Jason Chang. „Learning to Link Grammar and Encyclopedic Information of Assist ESL Learners“. In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics: System Demonstrations. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/p19-3034.

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Hass, Atrimecia, und Brigitte Lenong. „ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.

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Sitorus, Mei Lusiana. „Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing“. In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.

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The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing by means of both closed and open-ended surveys. Additionally, an analysis of the assessed essay against the rubrics was conducted to identify interrater reliability. The results showed that the teachers had positive attitude towards rubrics, used rubrics regularly and approached rubrics in a similar fashion which was to use them as an assessment tool but not learning tool. There was an identified interrater inconsistency in the scoring results. Additionally, the teachers put a lot more focus on Grammar, Spelling and Punctuation category than on the other two categories (Function & Content, and Cohesion & Coherence). The implication of the study calls for more effective use of rubrics as teaching and learning tools by the teachers as well as the provision of teacher training which enable the teachers to do so and consequently resulting in improvement of interrater reliability. Keywords: rubrics, interpretation of rubrics, non-native teachers, English writing, writing assessment

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Roshan, Anita. „METALANGUAGE AND GRAMMAR LEARNING OF IRANIAN EFL LEARNERS“. In Arts & Humanities Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/ahc.2016.001.015.

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„The Role of Grammar-Translation Method in Enhancing EFL Learning Skills“. In Visible Conference on Education and Applied Linguistics 2018. Ishik University, 2018. http://dx.doi.org/10.23918/vesal2018.a15.

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Fitrawati, Muflihatuz Zakiyah und Hermawati Syarif. „Lecturers’ Perceptions on Interactive Grammar E-Book Used for EFL Learners“. In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.042.

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Chernobylskaya, Irina, Irina Likhacheva, V. Byakhova und M. Molchanova. „POSSIBLE WAYS OF TEACHING ENGLISH GRAMMAR TO NON-LINGUISTIC EFL STUDENTS“. In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0781.

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Rahmi, Awliya, und Muhammad Adek. „Joke and Its Relation to Students Grammar Mastery in EFL Learning“. In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.106.

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de Almeida, Maria, und Sydelle de Souza. „Tutoring EFL Students in Portugal: Rethinking writing center methodology“. In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0019/000434.

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Annotation:

The writing center at the University of Lisbon adopts a widely implemented tutoring model—a non-directive approach, focusing on content and organization (higher-order concerns), and grammar and vocabulary (lower-order concerns). This study aims to challenge this model from an English as a Foreign Language (EFL) perspective by reporting and analyzing the results of a qualitative survey of 6 tutors regarding their work at the center. Results show that although all tutors comply with the imported tutoring model, most report difficulties in implementing one or both of its central principles. Therefore, EFL writing centers should harbor a flexible methodology wherein addressed concerns are context-dependent and constantly renegotiated during writing sessions, which could have pedagogical implications in the EFL classroom.

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Shangarffam, Nasim. „THE COMPARATIVE EFFECT OF CONTEXT-BUILD, TEST-TEACH-TEST AND TEXT-BASED APPROACHES IN TEACHING GRAMMAR ON IRANIAN EFL LEARNERS’ GRAMMAR ACHIEVEMENT“. In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1819.

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Berichte der Organisationen zum Thema "ESL grammar"

Gaynor, Robert. Computer Grammar Checkers and ESL Writers. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6679.

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