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1
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.
2
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.
3
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.
4
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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5
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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6
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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7
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.
8
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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10
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.
11
Koehler, Natalya A. „Pilot study of a multimedia instructional program for teaching ESL grammar with embedded tracking“. [Ames, Iowa : Iowa State University], 2009.
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12
Kanda, Kosuke. „Effects of the First Language on Japanese ESL Learners' Answers to Negative Questions“. PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1704.
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This study investigates how Japanese learners of English respond to English negative questions. Previous research has reported that Japanese learners of English make errors in yes/no responses to English negative questions due to the first language (L1) influence (Kang & Lim-chang, 1998; Takashima, 1989). From the perspective of L1 influence, there are two learning pitfalls: different functions of the yes/no response and different interpretations of negative questions. Both of these influences were examined in this study.
This study involved 8 Japanese learners of English, 4 females and 4 males, attending Portland State University (PSU). In order to elicit data that reflect the effect of Japanese English Language Teaching (ELT), the subjects were chosen so that at the time of data elicitation, they had less than 6 months of experience in an English-speaking environment. In addition, all the participants had English instruction in Japan at least through high school.
In order to see how the L1 influenced their yes/no answers to negative questions, I used two data elicitation methods: an oral interview with a native speaker and a retrospective protocol analysis of the interview. The results indicated the following: First, the participants appeared to respond to English negative questions fairly consistently with the English norm. Deviation was observed only when a negative question had a negative expected answer. Particularly, the stronger the expectation for a negative answer was, the more likely it was that the negative question elicited an incorrect yes/no response. Secondly, the participants interpreted the polarity of the expected answer based on the Japanese norm. With the help of context, they usually interpreted the stimulus sentence correctly. However, when an expected answer was ambiguous for any reason, the participants interpreted the stimulus sentence as having a negative expected answer, which is the default interpretation for Japanese negative questions.
This study shows that the influence of the L1 on answers to negative questions requires complex analysis. That is, superficially the participants appeared to answer questions correctly, but a deeper analysis revealed that they still relied on an L1 interpretation norm.
13
Lugoloobi-Nalunga, Maureen. „Teaching English grammar : A study of approaches to formal grammar instruction in the subject English in Swedish upper secondary school“. Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65459.
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The main aim of the present study was to identify examples of practical grammar instruction methods in an EFL/ESL classroom in Swedish upper secondary school. Data was collected through classroom observations and interviews. Four interview sessions were carried out with five teachers, and twelve observations were conducted in four different English classes. There are conflicting views and attitudes towards the role and place of grammar in EFL/ESL classrooms, but the participants agreed that the main goal of grammar instruction is to help students develop communicative skills. The interview results showed that four of the participants prefer inductive approaches, while the fifth regards deductive approaches as more effective. Characteristics such as student motivation, learning style, and experiences are considered equally vital for the choice of grammar instruction and application. The grammar instruction methods chosen and discussed are based on traditional structuralism, behaviourism, and the progressive natural approaches. Consistent with previous research, an eclectic grammar instruction approach was observed that blends both implicit and explicit methods to meet different learners’ needs. The methodologies which are often practically applied include grammartranslation, audiolingualism, and content- and/or task-based instruction. Nevertheless, a communicative framework using the communicative language teaching methodologies is often in the foreground, resulting in a Systemic Functional Grammar, SFG, approach.Huvudsyftet med den aktuella studien var att identifieraexempel på praktiska grammatikundervisningsmetoder som används i ämnet engelska som andra- och/eller främmandespråk på gymnasienivå i Sverige. Data samlades in genom klassobservationer och intervjuer. Fyra intervjusessioner genomfördes med fem lärare och det gjordes även tolv klassrumobservationer i fyra olika klasser. Deltagarna hade motstridiga åsikter och attityder angående grammatikens roll och plats i klassrummet, men de var överens om att huvudsyftet med grammatikundervisning är att hjälpa eleverna att utveckla kommunikativa färdigheter. Intervjuresultaten visar att fyra av lärarna föredrar induktiva metoder, medan den femte betraktar deduktiva ansatser som effektivare. Egenskaper såsom lärstil, elevernas motivation och erfarenheter betraktas som lika avgörande för olika metodval och tillämpning. De valda grammatikundervisningsmetoderna som diskuteras i denna uppsats baseras på traditionell strukturalism, behaviorism samt de progressiva, naturliga tillvägsgångsätten. Ett eklektiskt tillvägagångssätt som blandar både implicita och explicita metoder för att möta elevernas behov observeras, vilket är i linje med tidigare forskning. De metoder som ofta praktiskt tillämpas innefattar bland annat grammatik-översättning, audiolingualism samt innehålls- och/eller uppgiftsbaserade instruktioner. Ett kommunikativt ramverk med kommunikativa språkundervisningsmetoder är ofta i förgrunden, vilket resulterar i ett tillvägsgångsätt med fokus på systematisk funktionell grammatik, SFG.
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Johansson, Elina, und Marija Cukalevska. „The Impact of MALL on English Grammar Learning“. Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40433.
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The purpose of this paper was to explore how grammar learning in the English as a second or foreign language classroom can be improved. Our aim was twofold: (1) to investigate the possible effect of implementing Mobile-Assisted Language Learning (MALL) on students’ grammar learning in the Swedish upper secondary level education, and (2) to find out what students’ attitudes are towards such an implementation and how it can impact student motivation. We analyzed and provided an overview of ten articles relating to the subject. The results showed that the use of MALL contributed to improved grammar learning when it was used as a tool to help students analyze and reflect upon specific exercises collaboratively and to help individuals do grammar exercises and tests with a formative purpose. However, the results also showed that MALL was not beneficial if only used as an educational or communicative tool. Lastly, the results showed that students overall had a positive attitude towards the use of MALL in education, despite experiencing some technical difficulties, and that the approach further motivated students’ will to learn. Based on the results, we argued that the use of MALL in the English language classroom coincided well with the guidelines of the curriculum and syllabus for English 5, and that, if used as recommended, MALL could help improve Swedish students’ English grammar learning and their motivation.
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Hattingh, Karien. „The syntactic development of grade 12 ESL learners / K. Hattingh“. Thesis, North-West University, 2005. http://hdl.handle.net/10394/786.
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The primary aim of this study is to determine the level of syntactic development in
English of South African matriculants. The ESL standard in South Africa has been
criticised, but no objective data are available. This study provides relevant data, based
on an index, and indicates shortcomings in learners' syntactic competence. Poor
school-leaving standards in English are a cause of great concern in South Africa, and
complaints about school leavers' standard of English have increased over the last few
years. Yet, apart from generally being labelled as "poor", little is known about the
actual level of development reached by ESL learners. Comments are often based on
subjective impressions.
This study focuses on syntactic development in writing and aims to determine the
level of syntactic development of Grade 12 ESL learners in an objective way.
Interlanguage, the concept of 'stages of development’ and fossilization are discussed.
The need for an index that can measure language development objectively is
considered. General means of measuring syntactic development are evaluated and an
index formula is established by means of statistical analyses. This formula is based on
the T-unit and assigns numerical values to levels of development. The index formula
is used to determine the level of syntactic development of a group of Grade 12 ESL
learners. The compositions that were analysed were obtained from six provinces in
South Africa. Index values are calculated for Higher and Standard Grade, for the
group as a whole, and each of the six provinces. An Error Analysis is conducted and
error frequencies are reported. Problem areas in syntax are identified. The
implications of the findings are considered and recommendations are briefly made for
the teaching and learning of grammar.Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2005.
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Chan, Nok Chin Lydia. „Grammar "bores the crap out of me!": A mixed-method study on the XTYOFZ construction and its usage by ESL and ENL speakers“. Thesis, Stockholms universitet, Engelska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194086.
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Different from Generative Grammar which sees grammar as a formal system of how words are put together to form sentences, Construction Grammar suggests that grammar is more than just rules and surface forms; instead, grammar includes many form-and-meaning pairings which are called constructions. For years, Construction Grammarians have been investigating constructions with various approaches, including corpus-linguistics, pedagogical, second language acquisition and so on, yet there is still room for exploration. The present paper aims to further investigate the [V the Ntaboo-word out of]-construction (Hoeksema & Napoli, 2008; Haïk, 2012; Perek, 2016; Hoffmann, 2020) (e.g., I kick the hell out of him.) and propose a new umbrella construction, “X the Y out of Z” (XTYOFZ) construction, for it. Another aim is to examine the usage and comprehension of the XTYOFZ construction by English as a Second Language (ESL) and English as Native Language (ENL) speakers. The usage context, syntactic and semantic characteristics of the XTYOFZ construction were examined through corpus linguistic methodology. Furthermore, processing and understanding of the construction by ESL and ENL speakers were tested via an online timed Lexical Decision Task as well as an online follow-up survey consisting of questions on English acquisition and usage, and a short comprehension task on the XTYOFZ construction. Corpus data shows that in general, the combination of non-motion action verbs (e.g., scare, beat) as X and taboo terms (e.g., shit, hell) as Y was the most common. Also, it was found that the construction occurs mostly in non-academic contexts such as websites and TV/movies. On the other hand, results from the Lexical Decision Task show that ESL speakers access constructional meaning slightly more slowly than ENL speakers. The follow-up survey also reflects that ESL speakers seem to have a harder time to produce and comprehend the construction compared to ENL speakers. By investigating the features of a relatively less-discussed construction and its usage by ESL speakers, this study hopes to increase the knowledge base of Construction Grammar and ESL construction comprehension and usage, particularly on the constructions that are mainly used in more casual settings.
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Hartshorn, K. James. „The Effects of Manageable Corrective Feedback on ESL Writing Accuracy“. BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1522.
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The purpose of this study was to test the effect of one approach to writing pedagogy on second-language (L2) writing accuracy. This study used two groups of L2 writers who were learning English as a second language: a control group (n = 19) who were taught with traditional process writing methods and a treatment group (n = 28) who were taught with an innovative approach to L2 writing pedagogy. The methodology for the treatment group was designed to improve L2 writing accuracy by raising the linguistic awareness of the learners through error correction. Central to the instructional methodology were four essential characteristics of error correction including feedback that was manageable, meaningful, timely, and constant. Core components of the treatment included having students write a 10-minute composition each day, and having teachers provide students with coded feedback on their daily writing, help students to use a variety of resources to track their progress, and encourage students to apply what they learned in subsequent writing. Fourteen repeated measures tests using a mixed model ANOVA suggest that the treatment improved mechanical accuracy, lexical accuracy, and certain categories of grammatical accuracy. Though the treatment had a negligible effect on rhetorical competence and writing fluency, findings suggest a small to moderate effect favoring the control group in the development of writing complexity. These findings seem to contradict claims from researchers such as Truscott (2007) who have maintained that error correction is not helpful for improving the grammatical accuracy of L2 writing. The positive results of this study are largely attributed to the innovative methodology for teaching and learning L2 writing that emphasizes linguistic accuracy rather than restricting instruction and learning to other dimensions of writing such as rhetorical competence. The limitations and pedagogical implications of this study are also examined.
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Alasfour, Aisha Saud. „Grammatical Errors by Arabic ESL Students| An Investigation of L1 Transfer through Error Analysis“. Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826886.
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This study investigated the effect of first language (L1) transfer on Arabic ESL learners’ acquisition of the relative clauses, the passive voice and the definite article. I used Contrastive Analysis (CA) and Error Analysis (EA) to analyze 50 papers written by Arabic ESL students at the ACTFL Advanced Mid proficiency level. The analysis was paired with interviews with five advanced students to help determine whether L1 transfer was, in fact, influencing students’ errors predicted by CA.
Students in this study made L1 errors along with other errors. Although no statistical difference was found between the frequency of transfer and other (non-transfer) errors, L1 transfer errors were still common for many learners in this data. The frequency of the relative clause L1 transfer errors was slightly higher than other errors. However, passive voice L1 errors were as frequent as other errors whereas definite article L1 errors were slightly less frequent than other errors. The analysis of the interviews suggested that L1 still played a crucial role in influencing learners errors.
The analysis also suggested that the frequency of transfer errors in the papers used in this study might have been influenced by CA-informed instruction students received and students’ language level. Specifically, learners reported that both factors helped them reduce the frequency of L1 transfer errors in their writing.
The teaching implications of this study include familiarizing language instructors with possible sources of errors for Arabic ESL learners. Language instructors should try to identify sources of errors by conducting their own analyses or consulting existing literature on CA paired with EA. Finally, I recommend adopting a CA-informed instruction to help students reduce and overcome errors that are influenced by their L1.
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Whitus, Jerry D. (Jerry Dean). „Selective Versus Wholesale Error Correction of Grammar and Usage in the Papers of Adult Intermediate Level ESL Writing Students“. Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc504265/.
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Over 13-weeks a control group (n=7) had all errors corrected, while an experimental group (n=9) had only article and sentence construction (run-on sentences, fragments, comma splices) errors corrected. Separating the two types of errors is essential, since the latter (representing grammar) are subject to theories of acquisition and the former (representing usage) are not. One-way analyses of variance ran on pretest versus posttest found no significant difference in either groups' article errors; however, the experimental group had significantly fewer sentence construction errors, implying that teachers should be sensitive to both the correction technique and error type; researchers should not combine the two error types in gathering data.
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Kevari, Mary Kathleen. „The role of universal grammar in second language acquisition: An experimental study of Spanish ESL students' interpretation of lexical pronouns“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1710.
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Sundqvist, Karin. „Theoretical Approaches to ESL and Their Influence on Grammar Teaching as Reflected in Swedish Curricula and Upper Secondary School Course Books“. Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14688.
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李潔雯 und Kit-man Kitty Lee. „The role of grammar in the teaching of English in Hong Kong secondary schools: a study of form 2 ESL teachers'beliefs and practices“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262530.
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Lee, Kit-man Kitty. „The role of grammar in the teaching of English in Hong Kong secondary schools a study of form 2 ESL teachers' beliefs and practices /“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262530.
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Lee, Soon Yeun. „The Efficacy of Dynamic Written Corrective Feedback on Intermediate-high ESL Learners' Writing Accuracy“. BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2304.
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This study investigated the efficacy of dynamic written corrective feedback (DWCF) on intermediate-high students' writing accuracy when compared to a traditional grammar instruction approach. DWCF is an innovative written corrective feedback method that requires a multifaceted process and interaction between the teacher and the students in order to help the students improve their writing accuracy. The central principle of DWCF is that feedback should be manageable, meaningful, timely, and constant. The research question was raised based on the positive effects of DWCF found in advanced-low and advanced-mid proficiency level students (Evans et al., in press; Evans, Hartshorn, & Strong-Krause, 2009; Hartshorn, 2008; Hartshorn et al., in press). Similar to previous studies, this study attempted to examine the effectiveness of DWCF in terms of proficiency level. It further explored students' perspectives and attitudes towards DWCF. Two groups of ESL students participated in this study: a control group (n=18) that was taught using a traditional grammar instruction method, and a treatment group (n=35) that was taught using a DWCF approach. The findings in this study revealed that both methods improved the intermediate-high students' linguistic accuracy in writing. However, the findings of this study suggest that the instruction utilizing DWCF is preferable to traditional grammar instruction when it comes to improving intermediate-high students' writing accuracy for two reasons: first, DWCF was slightly more effective than the traditional grammar instruction used, and second, students strongly preferred the instruction using DWCF to traditional grammar instruction. The findings of this study further validate other work suggesting the positive effects found in advanced proficiency levels. This study indicates that ESL learners benefit from manageable, meaningful, timely, and constant error feedback in improving their linguistic accuracy in writing. Furthermore, this study suggests the desirability of applying DWCF to other contexts.
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Johnston, Julie Irene. „A role for grammar instruction in the written language development of four ESL students placed in a special education program for the language learning disabled“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37558.pdf.
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Ko, Bo-Ai, und n/a. „Biliteracy in English and Korean: A Case Study of Writing Development during Primary Years“. University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081215.150126.
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In the era of globalization, growing numbers of children are living in situations where the language of their formal schooling is different from that of the everyday communication in their family. In such a bilingual context, this study documents biliteracy development of two Korean background children growing up in Australia. The children?s written texts (both in English and Korean) were collected over the period of 5 years 8 months (from preschool through primary school) both in home and school contexts, and analyzed using the Systemic Functional Grammar as well as genre and register theory. Throughout the researcher?s regular classroom observation and participation in their school?s literacy activities as well as in the home context, a detailed documentation of the children?s socio-linguistic environment is also provided as an important part of this longitudinal case study?s data collection and analysis.
Over the period, the children?s writing in both English and Korean developed quite significantly in terms of their control of the register in text. With the introduction of Genre-based Approach in their school, they had opportunities in learning to write a range of genres such as Narrative, Report, Explanation, Argument and Procedure in English to meet the expectations of the mainstream curriculum. The children?s writing in Korean was mainly developing to satisfy their personal and interpersonal communication needs, largely through diary writing, E-mails and personal letters to extended family. Their developmental patterns of writing different genres as well as their control of written language have been examined largely through the analysis of the system of Transitivity, the use of nominal groups, Theme choice and Mood system. The similarity and difference in literacy practices between the two children (the brother and the sister) are also discussed.
As the key to the two ESL background children?s successful biliteracy development throughout their primary schooling period, this case study emphasizes the importance of the supportive parents? role through mother tongue maintenance and an effective literacy program, such as Genre-based Approach, which provides practical guidance for developing written language
through learning a range of genres with different social functions and purposes. The literacies in English and Korean have been found to be mutually supportive and thus it is argued that the whole biliteracy development in this case study has an enhancing effect on the children?s academic achievement in their Australian schooling. Simultaneously, with their continuous biliteracy development, the children were able to enjoy being part of a caring Korean-speaking family and community. Moreover, this whole process of biliteracy development certainly provided the two ESL children with a positive self-concept and socio-cultural identity as a balanced proud bilingual. In this regard, it is argued that the successful outcome of this case study of the ESL children?s bilieracy development can be identified as a case of an ?empowering? additive bilingualism.
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Chow, Oi-man Betsy, und 周靄雯. „A study of the effectiveness of code-marking in enhancing grammatical accuracy in secondary ESL writing in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945028.
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Torrie, Heather Colleen. „A Web-based Tool for Oral Practice and Assessment of Grammatical Structures“. Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1972.pdf.
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Rau, Alexander, und Caroline Johansson. „Using Corrective Feedback to Improve Grammatical Accuracy in Student Writing in the EFL Classroom“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39223.
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With the rise of English as the go-to language in the world, it has also become an important subject in the Swedish education system, aimed at preparing students for the English requirements expected of them in higher education and business. However, communication and content have become the main focus in the classroom, with grammar and accuracy being judged as variably important from teacher to teacher. This has led to students feeling confident in speaking, but lacking the skills needed to create accurate and coherent texts, the effects of which are detrimental to their credibility and can have serious negative effects in the workplace. The aim of this paper is to investigate the efficacy of different methods of corrective feedback (CF) aimed at improving grammatical accuracy in student writing. Eight studies were selected, looking at different methods of CF. The results showed that CF is indeed effective, but that many factors such as language proficiency, previous experience, scope of CF and error type influence the outcome of the CF. The implications of this are very relevant to the English classroom in Sweden as the classroom is not homogenous and teachers must take care to become aware of each student’s individual needs, prior knowledge and preferences in order to maximize the effectiveness of the CF. Future research could explore the effects of Dynamic CF and peer-reviewing, providing students with many opportunities to write and revise short texts while simultaneously actively engaging with language form.
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Harris, Brandon. „Expressing Future Time in Spoken Conversational English: A Corpus-Based Analysis of the Sitcom Friends“. Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5787.
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Far from being simply will, a survey of English grammar textbooks revealed that a multitude of expressions exists in the English language to express the future time. These expressions include, but are not limited to, will, be going to, the simple present tense, modals, the future perfect tense, and the present progressive tense. With so many choices and with a lack of direct relationship between tense and time, a language learner may certainly have difficulties in choosing which expression to use when attempting to produce a future utterance. A corpus-based approach to analyzing real language has been demonstrated to be quite useful for the field of TESOL (Biber, Conrad, & Reppen, 1996; Biber & Conrad, 2001; Biber & Reppen, 2002) and numerous studies on the frequency of lexical and grammatical items of language have revealed salient features that otherwise would have remained unknown. Adding to this body of knowledge, the current study was an analysis of future expressions in spoken conversational English using the television sitcom Friends as a corpus. A careful analysis of 349,106 words from transcripts of 117 randomly selected episodes revealed that the most common expression of the future in the English language is the contracted form of be going to – gonna. The results of the study also revealed that only six future expressions emerged in this spoken conversational English from this corpus: will, be going to, the simple present tense, the present progressive tense, modals, and be about to.M.A.
Masters
Modern Languages
Arts and Humanities
Teaching English to Speakers of Other Languages
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Zallocco, Ronald T. „Communication and Language Learning“. University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321563345.
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Vuillermet, Marine. „A Grammar of Ese Ejja, a Bolivian language of the Amazon- Grammaire de l'ese ejja, langue tacana d'Amazonie bolivienne“. Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO20056/document.
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L’ese ejja (takana) est une langue amazonienne en danger, parlée en Bolivie et au Pérou par environ 1 500 locuteurs. La première partie offre un profil sociolinguistique et décrit la méthodologie de collecte des données auprès d’une douzaine de locuteurs, lors de 5 terrains réalisés dans la communauté de Portachuelo, Bolivie, entre 2005 et 2009. La deuxième partie est une grammaire qui situe l’ese ejja typologiquement parmi les langues du monde, aréalement en tant que langue amazonienne et génétiquement au sein de la famille takana. Phonologiquement la langue est remarquable pour ses deux implosives sourdes et un système accentuel verbal très complexe sensible, entre autre, à la valence du radical. La complexité morphologique est frappante : parmi les 13 positions du prédicat verbal, on trouve des combinaisons lexicales de deux racines, de l’incorporation nominale et de nombreux suffixes plus au moins lexicaux. Particulièrement intéressants sont les suffixes d’Aktionsart qui ont une sémantique d’adverbes, et le riche système (10 suffixes) de ‘mouvement associé’, aussi attesté dans la langue sœur cavineña et des langues australiennes. Les adjectifs les plus fréquents sont prédicatifs et peuvent productivement avoir un nom incorporé. Polygrammaticalisés, les 4 verbes de posture sont omniprésents dans la grammaire, dans les constructions locative, existentielle et possessive, et comme suffixes de présent et d’imperfectif. Enfin, il existe 2 systèmes de co-référence pour 4 types de subordonnées : tous les deux sont tripartites et vont au-delà de l’opposition binaire ‘sujet identique/différent’ mieux connue. Un DVD avec les fichiers audio des textes en annexe et le matériel de revitalisation produit est jointEse Ejja (Takana) is an endangered language of the Amazon, spoken by about 1,500 people in Peru and Bolivia. The first part is a sociolinguistic profile and describes the methodology: the data were recorded from a dozen speakers, in the course of 5 fieldtrips between 2005 and 2009 in Portachuelo, a Bolivian community. The second part is a grammar that places Ese Ejja typologically among the world languages, areally as an Amazonian language and genetically within the Takanan family. Among its interesting phonological features are two voiceless implosives and its complex verbal accent that is sensitive to stem valency. The morphology of the verb predicate is also intricate, with its 13 slots: roots can combine to form a compound stem, nouns can be incorporated and numerous morphemes of a (more or less) clear lexical origin suffixed. Of specific interest are the Aktionsart verbal suffixes with their adverbial semantics and the rich system of 10 ‘associated motion’ morphemes, also attested in the sister-language Cavineña and in some Australian languages. Predicative adjectives are the most frequent of the two adjective classes, and productively incorporate nouns. The 4 posture verbs are polygrammaticalized and thus omnipresent in the grammar: they appear in basic locative, existential and possessive constructions or as suffixes of present and of imperfective. Two systems of co-reference are distributed among 4 types of subordinate clauses: both systems are tripartite, i.e. go far beyond the better-known ‘same subject/different subject’ binary opposition. A DVD with the audio-files of the texts in the appendix and with the produced revitalization material accompanies the dissertation
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Bergsleithner, Joara Martin. „Grammar and interaction in the EFL classroom“. Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/82346.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-19T14:13:42Z (GMT). No. of bitstreams: 1 194824.pdf: 467121 bytes, checksum: 05bb795a60ded20979e1259ccb416841 (MD5)
O objetivo da presente dissertação é investigar, através de uma perspectiva sócio-cultural, como um grupo de aprendizes lidam com a gramática numa sala de aula de inglês como língua estrangeira (LE) ambos com o seu professor e entre eles mesmos. Com essa finalidade, este estudo objetiva investigar as seguintes questões: a) se o professor e os aprendizes enfocam na forma; b) como o professor e os aprendizes lidam com forma, função e significado; c) quais mecanismos de consciência lingüística são desenvolvidos; e d) quais elementos discursivos são usados nos episódios de foco na forma. O Capítulo I revisa a instrução formal, ou o foco na forma, na sala de aula de inglês como LE, que é um assunto controverso polêmico em se tratando de como ela pode ou não contribuir para o desenvolvimento lingüístico. O Capítulo II descreve a metodologia usada neste estudo, o qual foi desenvolvido através de uma pesquisa etnográfica, envolvendo técnicas qualitativas como anotações, gravações e filmagens. Os dados foram coletados em uma sala de aula de inglês (LE), num nível intermediário. O Capítulo III apresenta a análise dos dados coletados. Na análise, a instrução formal é examinada com uma abordagem sociocultural. Na conclusão, as quatro perguntas de pesquisa propostas neste estudo são respondidas. Os resultados revelam que alguns mecanismos de consciência lingüística e alguns elementos discursivos, encontrados nos dados, foram usados pelo professor e pelos alunos para enfocar na forma através de andaimes em situações de diálogo. Finalizo esta dissertação sugerindo algumas implicações pedagógicas, indicando algumas limitações deste estudo e oferecendo possibilidades para pesquisas futuras nesta área.
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Zhou, Ting Ting. „Language socialization and ideological change in EFL textbooks in China : grammar, rhetoric, and genres“. Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44305.
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Although previous research has revealed that explicit and implicit ideologies are embedded in language textbooks, few have looked at how these ideologies change over time in English language textbooks, particularly in the context of China—a country that has undergone remarkable sociopolitical transitions. This study examines three series of EFL textbooks published in China in 1978, 1995 and 2003 to uncover (1) how the incorporation or transmission of ideologies in the textbooks changed and how have those same changes reflected changes in China’s political, social and cultural contexts during the past three decades; and (2) what and how the image of China, the world, English learners, and the (grammatical and other) functions of English represented at different points in time in official English textbooks used in secondary schools also changed. Based on perspectives from language socialization and critical discourse analysis of changes specifically in the use of grammar, rhetoric and genre in the textbooks, the findings show a tendency of the textbooks to move from collectivist ideologies serving mainly the interests of the country in the 1970s to individualist ideologies that concern the interests of the learners in the 2000s. The image of China transitioned from being “strong” to “friendly” to “international” while its relationship with the world changed from that of China and (or versus) the world to China in the world. In addition, the learners for whom textbooks were designed were being socialized into the identity of Chinese citizens (socialist patriots) in the 1970s but global citizens in the 2000s. The functions of English, in turn, shifted during this time from facilitating communication for scientific, business and travelling purposes, to enhancing cross-cultural understanding in the 21st century. The study concludes with a discussion of the implications of research on textbooks for English language education more broadly.
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Al-Lawti, Nasrin Mohammed Redha Moosa. „Using Concordances in Teaching Grammar within the Context of Writing Instruction to EFL Students“. Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533778.
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Wen, Ya Ting. „The role of explicit and implicit grammar instruction in the Taiwanese University EFL context“. Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192196.
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This study emerges from an interest in the shortcomings in the production of grammatically accurate sentences by university students of English as a Foreign Language in Taiwan. Informed by second language acquisition theory, it is a quasi-experimental investigation of the effects of explicit grammatical instruction on university students ’ EFL learning. Following the application of a pre-test the experimental group experienced explicit form-focused instruction in a communicative language teaching classroom for two semesters, receiving enhanced written input and undertaking linguistic consciousness-raising task, while the control group received no explicit grammatical instruction. Data were collected from recognition and written production tasks and students were interviewed on their linguistic performance to provide methodological triangulation. The statistical tools of Paired and Independent T-test, Chi-square, and Pearson’s Correlation were used to determine whether there were significant inter- and intra-group differences based on the different classroom experience. The major findings of this study were that explicit grammatical instruction raised students’ level of awareness of targeted forms significantly as they processed linguistic input and that subsequently their accurate production of these forms was enhanced. Differences in significance levels were discussed in the light of current debate on Second Language Acquisition with particular reference to the accessibility of Universal Grammar and the iv Minimalist framework. The results of this research indicate that a combination of focus on form and meaning is to be recommended within the content-based curriculum in Taiwanese university classrooms and the thesis ends with pedagogical implications for the application of explicit form-focused instruction in EFL learning.
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Heller, Isabel Kristina. „Grammar learners as hypertext users and usability informants“. Doctoral thesis, Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-83057.
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Trotz weit entwickelter Technologien und dem weltweiten Zugang zu Informationen müssen diese immer noch von jedem einzelnen in Wissen umgewandelt werden, um sinnvoll und nützlich zu sein (Rüschoff, 1999). Um die immer wachsenden Sprachausbildung in der Lingua Franca Englisch zu unterstützen, wurde die Chemnitz InternetGrammar (CING) entwickelt. Sie vereint authentische Sprachmaterialien mit Grammatikübungen und Feedback sowie eine Auswahl von deduktivem und/oder induktivem Grammatikmaterial (Dual Approach) in einem einzigen web-basierten Selbstlernmmittel für fortgeschrittene Lerner.
Um den Erfolg des besonderen CING Grammatikmaterials (Hypertext, DualApproach, Feedback) CING als Lehrmittel nachhaltig zu sichern, wurde das Programm einer empirischen Usability-Evaluation (im Sinne von Jakobs & Lehnen, 2005) unterzogen.
Durch die Untersuchung wurde der Inhaltsrahmen der CING für die Grammatikstrukturen definiert, die in der empirischen Untersuchung verwendet wurden (Simple Past und Present Perfect). Ausserdem wurden die Lernfortschritte von Lernern mit der CING und deren Verhalten in der InternetGrammar beobachtet sowie ihre Erfahrungen mit dem Programm in Kommentaren zu lernrelevanten Aspekten (z.B. Autonomes Lernen, Verständlichkeit des Materials) ermittelt.
Dabei werden zentral vor allem die Fragestellung der CING-eigenen Struktur der Grammatikthemen, des Hypertextverhaltens fortgeschrittener deutscher Englischlerner und die des autonomen Lernens mit Hilfe von quantitativen und qualitativen Forschungsmethoden untersucht.
Die Ergebnisse der Studie zeigen, dass die InternetGrammar schon ein nützliches Grammatiklerntool ist, doch dass sein Einfluss durch Nutzerunterstützung in den verschiedenen Bereichen weiter verbessert werden kann. Ein Ansatz den die Autorin vorschlägt für einen neuen, verbesserten Einsatz der CING ist ein Lehrerunterstütztes Lernszenario wie Blended Learning (Kapitel 6), wo Lerner nur in Phasen mit Instruktoren zusammen arbeiten und sonst autonom lernen.
Damit wird nicht nur fachliche (z.B. in der Fremdsprache) sondern auch die Ausbildung des Lerners zu einem autonomen, fähigen Nutzer moderner Lernmethoden ermöglicht. Nur unter diesen Voraussetzungen werden wir aktive Mitglieder einer modernen Wissensgesellschaft werden und uns ihre Vorzüge erfolgreich zu Nutzen machen können.
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Liao, Hui-Chuan. „Effects of Cooperative Learning on Motivation, Learning Strategy Utilization, and Grammar Achievement of English Language Learners in Taiwan“. ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/329.
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To examine the effects of cooperative learning on EFL students in Taiwan, a 12-week quasi-experimental pretest-posttest comparison group research study was designed. Two college classes (42 students each) in Taiwan participated in the study, one receiving grammar instruction through cooperative learning and the other through whole-class teaching. Three specific research questions guided the study. The first looked at effects of cooperative learning on motivation, the second on out-of-class strategy use, and the third on grammar achievement. Additional exploratory questions examined these results across subgroups within each class as well as the relationships between the dependent variables. Data were collected via learners' pretest and posttest scores on the dependent variables. The data were analyzed with MANCOVAs, one- and two-way ANCOVAs, simple effects, and Pearson correlations. Cooperative learning was found to have large positive effects on motivation and strategy use, and medium-to-large positive effects on grammar achievement. Overall, the findings indicated a consistent pattern in favor of cooperative learning over whole-class instruction in teaching the Taiwanese learners English grammar. The results of the exploratory questions indicated that cooperative learning facilitated motivation and strategy use of learners across all subgroups, but more so with those performing at higher and lower levels. Grammar achievement of learners at higher and lower levels was affected positively. Additional analyses also indicated cooperative learning positively affected learning at higher cognitive levels. Implications for future research and for curriculum and instruction are addressed.
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Dung, Nguyen Hanh, und n/a. „From grammar to communication : a moderate viewpoint in the teaching of EFL adult learners in Vietnam“. University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060706.113712.
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This Study is concerned with the problems arising
from the application of new ideas in communicative
language teaching for EFL adult learners in Vietnam,
and the solutions to these problems.
The Study argues that to learn to communicate
effectively in a foreign language does not mean merely
to master the linguistic forms of the language, but also
to be able to use them in an appropriate way: to
acquire what is called communicative competence. The Study
also suggests that in Vietnam, the structural system of
the language cannot be neglected if teaching/learning is
to be successful. Accordingly, the Study attempts to
search for an appropriate approach to develop communicative competence in the EFL adult learners of Vietnam.
In order to achieve this aim, the Study enters into
consideration of the relevant literature with reference
to the development of the concept of communicative
competence, and communicative language teaching. Then
the Study makes a survey of some communicative-approach-based
textbooks pointing out the practical values of
different syllabus design models and teaching strategies
discussed in the literature.
Finally the Study proposes a communicative-structural
approach to syllabus design for the target group, the
teaching strategies as well as some techniques and
activities associated with the suggested approach.
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Tantani, Abdussalam Saleh Nasser. „Significant relationships between EFL teachers' practice and knowledge in the teaching of grammar in Libyan secondary schools“. Thesis, University of Sunderland, 2012. http://sure.sunderland.ac.uk/3306/.
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Studies of teacher cognition and the teaching of grammar have attracted increasing research attention in recent years, yet relatively little has been published about how EFL teachers working in secondary schools teach grammar compared to what they know about their teaching. The present study considers this relationship by looking at eight teachers and investigating if their knowledge is consistent with their instructional practice. The value of this study is that it examines the current situation in grammar teaching by exploring how knowledge may influence performance in secondary school, teaching in the Libyan context. Observation and semi-structured interviews were employed to collect the necessary data. A factual questionnaire was used to collect background information and then to choose the most appropriate participants in a sample of eight who were more and less experienced teachers and both male and female. Purposive sampling was used to select the sample. Data were transcribed and encoded for analysis according to grounded theory principles, and a framework was designed to analyse the coded data in order to triangulate the findings gathered from observation and interviews. The findings revealed that grammar was taught using different approaches and techniques, but there was no single way of teaching that worked perfectly with all classes. What did not work for one teacher worked for another in certain cases. The teachers had different levels of knowledge which was not always reflected in their classroom practice. The more experienced teachers had better practical knowledge, although all had similar levels of theoretical knowledge about teaching and learning English grammar. This study offers a more profound understanding of the complex relationship between teachers’ practice and their knowledge about teaching grammar. Different patterns of incongruence and congruence between practice and knowledge are acknowledged, such as ‘teachers knew but did not do’; ‘teachers did but were not aware that they did’; and ‘teachers did and they knew’. Some of the most interesting findings in this study have not been reported before, and it is clear that not all relationships of congruence between practice and knowledge have positive pedagogical value, and not all incongruent relationships have negative value. The rationales behind of all of these relationships between practice and knowledge were related to the complex relationship between teachers’ practice and knowledge and contextual factors. Thus, the implications of this research should benefit future EFL teachers of grammar and open doors to further research.
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Rapti, Nikoletta. „A study of classroom concordancing in the Greek context : data-driven grammar teaching and adolescent EFL learners“. Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11472/.
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This thesis examines the impact of Data-driven learning (DDL) or classroom concordancing on a group of adolescent students in Greece seeking to investigate the degree of motivation to learn grammar when involved in DDL and the effectiveness of DDL in the teaching and learning of grammar. The study introduced concordance-based grammar materials to the experimental group, whereas a conventional grammar book was used with the control group, examining common grammar items and patterns. The analysis of classroom data gathered during DDL sessions offered insights into the improved noticing skills of the participants but also into the difficulties when involved in DDL with regard to unknown vocabulary and the Key Word in Context (KWIC) concordance format, which underlined the need for considerable teacher guidance. The qualitative evidence drawn from questionnaires and interviews suggested that the majority of the participants acknowledged the contribution and potential of corpora, but the degree of motivation to study grammar further varied. Most learners also expressed their preference for concordance-based learning, rather than their previous mostly passive learning experience, and further access to corpora, but without total abandonment of the conventional grammar book. The qualitative evidence was supplemented with analysis of test performances of the two groups, according to which more participants of the experimental group scored higher than those of the control group in each test. All these findings pointed to important gains and represent a preliminary step in the development of corpus-based grammar teaching to EFL adolescent learners.
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Ingemarsson, Rickard. „Speaking about grammar : English teachers' perspective on inductive and deductive teaching in upper secondary education“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70075.
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English is the most widespread language in our society and is realised and represented through language teachers in classrooms all over the world. The content of the subject is concretised through a document called syllabus. As all other languages, English consists of language rules which we call grammar, however, in the Swedish syllabus for English as a second language in upper secondary school, there are no directives that requests or specify grammatical competence for the students. This study aimed to establish an indication of how the notion of grammar is realised into the process of learning English as a foreign language by interview teachers. The study found that teachers in general are more fond of inductive methods when it comes to incorporate grammar during English classes, however, there were numerous suggestions among the teachers that a mixture between inductive and deductive should be present during EFL context. Students previous knowledge and conditions did affect teachers choice of approach in terms of how they apply and teach grammatical aspects.
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Campos, Ana Isabel. „Politeness in meetings held in English and in Spanish and how to teach politeness in English in the EFL class“. Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2246.
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The present study is aimed at analyzing ways of signaling politeness in the English language compared to the Spanish language with the purpose of helping ESL (English as a second language) and EFL (English as a foreign language) teachers to teach how politeness is achieved in English. ESL/EFL students should know how politeness is accomplished in English in order to communicate effectively in meetings held in English. In essence, I clarify what ways of signaling verbal politeness are found in English and how ESL/EFL teachers can integrate the teaching of those forms through interactions.
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Santiago, Sanchez Hugo. „An investigation into the relationships among experience, teacher cognition, context, and classroom practice in EFL grammar teaching in Argentina“. Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3924/.
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Language teacher cognition has been an area of research interest for more than three decades, diversifying in recent years into a wide range of academic areas such as teacher development, initial teacher education, grammar teaching, literacy instruction, task-based learning, phonology, testing, technology, and classroom research. Much of this research, however, has been based in private language institutes or universities in developed countries, especially English-speaking ones, and has focused on identifying and describing individual teacher cognitions mostly in novice native-speaker practitioners. The present study aims to help redress this tendency by examining the cognitions and experiences, and the relationships among them, of two experienced non-native speaker teachers of English working at a state secondary school in Argentina. Using multi-methods such as semi-structured interviews, autobiographical accounts, classroom observation, stimulated recall, teacher diaries, and a grammaticality judgement task, this research project explores the teachers’ prior language learning experiences, knowledge about grammar, and grammar-related pedagogical knowledge in relation to their actual grammar teaching practices. In addition, there is a focus on the role which contextual factors play in shaping the application of these experiential and cognitive constructs, and on the interplay among these factors to help define the teachers’ grammar pedagogical decisions and actions. The findings reveal that experiential and cognitive factors appear to account for the major differences between these teachers’ teaching theories, practices, and rationales; whereas context-bound influences explain the similarities between their classroom instructional actions. They also show that language teacher cognition is informed by different sources (the teachers’ personal and prior educational history, their professional education, and their accumulated experience) and that teachers construct a context, instantiated by the interaction between their language teacher cognition and the contextual factors inside and around the classroom, which mediates between their cognitions and practice. These results carry direct implications for those involved in teacher cognition, language teacher research, teacher education, and materials design.
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Abugharsa, Aisha Fathi. „The usefulness of explicit grammar teaching : an investigation of syntactic satiation effects and acceptability judgements in Libyan EFL contexts“. Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/20775/.
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This study explores the possibility that techniques based on ‘syntactic priming’, a tendency to produce utterances with structures individuals have recently been exposed to, and ‘syntactic satiation’, which leads individuals to judge previously unacceptable utterances as acceptable, can be used to evaluate second language teaching methods. This is based on the assumption that the more robust an individual’s linguistic intuitions, the less susceptible they are to priming or satiation effects. An experimental methodology was developed and used to compare the effectiveness of the explicit (‘Grammar Translation’) method currently used to teach English in Libyan universities with an implicit (‘Direct’) method. Both methods present only positive evidence, i.e. what are assumed to be grammatical forms, and do not present what are assumed to be ungrammatical forms. The study assumed a ‘Principles and Parameters’ approach on which second language learning involves setting or resetting parameters to those relevant to the language being acquired. It focused on the ‘verb raising parameter’, which has different settings in Arabic and English, and on yes-no questions and adverb placement, whose structures are partly determined by the setting of this parameter. One group of participants was taught using the explicit method and one using the implicit method. After teaching, each group was exposed to activities designed to induce priming and satiation. For yes-no questions, the results showed robust intuitions for both groups. For adverb placement, they showed susceptibility to priming and satiation effects for the group taught using the implicit method. The findings are limited in what they suggest about the two teaching methods but they showed that both methods were effective in teaching these forms. They confirm that priming and satiation effects can arise in a second language and suggest that activities designed to induce these effects could provide a way of evaluating particular teaching methods.
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Hasselqvist, Emil. „Teaching Grammar in EFL Classrooms in Swedish Upper-Secondary School : An Empirical Study on the Use of Two Models“. Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24509.
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How to teach English as a second or foreign language has been heatedly debated as long as the subject has been taught. One of the many issues regarding the teaching of English as a second or foreign language is the issue of whether or not to teach grammar, and if we teach it, how should we go about it? This study examines two different approaches to teaching English grammar at the Swedish upper-secondary school level. Experiments were conducted in four different groups of students (a total of 64 informants were used), all from the same upper-secondary school in a medium-sized Swedish city. The experiments were based on teaching the genitive construction to the informants during a 75-minute class. The results were analyzed mainly quantitatively with the help of test results from the 64 informants; the aspect of gender differences in the results was also analyzed. According to the study, one of the approaches seemed to be slightly superior to the other. There were also factors (other than the test results) which may speak in favour of one approach rather than the other.
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Mohd, Nawi Abdullah. „Applied Drama in English Language Learning“. Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.
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This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning.
The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field.
A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements.
The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia.
The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.
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Sopuch, Zbyněk. „Paralelní multigenerativní syntaktická analýza založená na Cocke-Younger-Kasamiho metodě“. Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2011. http://www.nusl.cz/ntk/nusl-235530.
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We deal with text processing, pattern matching and syntax analysis every day, and new areas emerging. We can consider programming languages, communication protocols or a simple text as well-know examples. Therefore, we need new effective methods which fit into these areas. In this work, we explore the topics of parallel grammars, E0L-systems and multigenerative grammar systems. The goal is to improve the Cocke-Younger-Kasami algorithm and present a stronger algorithm of analysis.
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Demircan, Hacer. „A Study On The Impact Of Authentic Materials On Efl Students&“. Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605501/index.pdf.
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The purpose of the study was to investigate the impact of authentic materials on the development of grammar knowledge, retention and opinions of ninth grade students as an English language learner, in comparison with traditional materials and textbooks or coursebooks. To compare experimental and control groups in terms of achievement, retention and perceptions about the implementation units, a pretest-posttest control group design was carried out. For the purpose of this study, two authentic material-based grammar units were designed and developed and implemented to experimental group students. Three instrumentstests, opinionnaires and unit feedback forms were used. Seventeen (15 and two) teachers and 54 students at TED Ankara College Foundation High School participated in the study. As for the data analysis, the quantifiable data in the pre, post and retention tests were analysed by using descriptive and inferential statistical analysis. To indicate the differences between the experimental and control groups in consideration with achievement and retention, independent samples t-test was conducted. Additionally, opinionnaires and unit feedback forms were analysed to obtain information about the students&
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opinions about grammar teaching in general and according to the treatment. The results indicated that most of the students were more successful in developing and retaining grammar knowledge while using authentic materials in class.
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Wu, Ching-Hsuan. „Spoken grammaticality and EFL teacher candidates measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates /“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1178218484.
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