Zeitschriftenartikel: „ESL grammar“

1

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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2

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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3

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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7

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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8

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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11

Sjolie, Dennis. „Phrase and Clause Grammar Tactics for the ESL/ELL Writing Classroom“. English Journal 95, Nr. 5 (01.05.2006): 35. http://dx.doi.org/10.2307/30046586.

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12

Suave, Virginia L. „Storyweavers: Holistic Education for ESL/EFL Learners“. TESL Canada Journal 20, Nr. 1 (26.10.2002): 89. http://dx.doi.org/10.18806/tesl.v20i1.942.

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In an L2 classroom that is taught from heart to heart, story takes on a different role than in the classroom that is primarily about the conveying of information and the development of linguistic skills. In the latter classroom, stories have been about reading comprehension and the acquisition of new vocabulary. In a classroom where the teacher recognizes education as the drawing forth of the individual and the shaping of a community acting on the world, story assumes a central role. In this article the author explores the realm of story in such a classroom and shares many of her own stories. When story is the medium of learning rather than just the end thereof, we come to see that the learners' real needs are much greater than vocabulary, pronunciation, and grammar. We also see that in such a classroom, community emerges.

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Rahman, Ayuni Madarina Abdul, und Radzuwan Ab Rashid. „Explicit and Implicit Grammar Instructions in Higher Learning Institutions“. English Language Teaching 10, Nr. 10 (10.09.2017): 92. http://dx.doi.org/10.5539/elt.v10n10p92.

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Two universally accepted approaches to grammar instruction are explicit and implicit teaching of the grammar. Both approaches have their own strengths and limitations. Educators may face a dilemma whether to teach grammar explicitly or implicitly. This paper aims to provide insights into the educators’ beliefs towards grammar teaching in Malaysian Higher Learning Institutions, and the sources of the held beliefs. Data were generated through semi-structured interviews with five educators from several private colleges located in peninsular Malaysia. Data analysis reveals that a majority of the respondents preferred grammar to be taught explicitly in their ESL classrooms; nevertheless they viewed implicit instruction as necessary when conforming to students’ needs. The sources of the held beliefs are educators’ experience as well as the institutional requirement. This paper draws our attention to the role of educators as an eclectic teaching practitioner who are able to apply a suitable grammar instruction according to learners’ needs. It is hoped that this study will contribute to the growth of literature on grammar teaching and learning especially in Malaysian ESL classrooms.

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Pourmoradi, Vahid, und Sedigheh Vahdat. „The Interactive Relationship between Inductive- deductive Grammar Teaching, Gender and the Cognitive Style of Iranian EFL Learners“. Theory and Practice in Language Studies 6, Nr. 11 (01.11.2016): 2151. http://dx.doi.org/10.17507/tpls.0611.12.

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There has usually been hot friction on the issue of whether inductive or deductive teaching mode would be more beneficial to EFL/ESL learners; thus, this research study tried to discover the effect of inductive-deductive grammar teaching on grammar learning of Iranian male-female EFL learners with FD-FI cognitive styles. The participants were 82 freshmen EFL learners. They were between 19 to 22 years old and selected quasi- randomly from Shahid Chamran University of Ahvaz, Iran. TOEFL and GEFT tests were administered respectively to homogenize and screen them. At last, after treatment, they took a posttest. The analysis of data via independent t-test and paired samples t-test revealed no significant difference between males and females participants in grammar learning through inductive and deductive mode. Besides, results showed that deductive mode was effective in the grammar learning of all male and female participants whether the cognitive style was FD or FI. Furthermore, it was indicated that inductive approach was effective on female with FI cognitive styles, but ineffective on males with the same cognitive style.

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Wu, Kamyin, und Sima Sengupta. „Hong Kong ESL Teachers' Questions about English Grammar“. Language and Education 12, Nr. 2 (Juni 1998): 137–53. http://dx.doi.org/10.1080/09500789808666744.

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16

Shi, Yong Ming. „The ESL Grammar Textbooks: Are they Really Useful?“ International Journal of Learning: Annual Review 18, Nr. 4 (2012): 119–30. http://dx.doi.org/10.18848/1447-9494/cgp/v18i04/47553.

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17

Mohamad, Faizah. „Internet-based Grammar Instruction in the ESL Classroom“. International Journal of Pedagogies and Learning 5, Nr. 2 (Januar 2009): 34–48. http://dx.doi.org/10.5172/ijpl.5.2.34.

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18

Kim, Young-Hyun. „An Integrative Review of Approaches to Teaching Grammar in ESL/EFL Education“. Institute for Education and Research Gyeongin National University of Education 37, Nr. 3 (30.11.2017): 179–99. http://dx.doi.org/10.25020/je.2017.37.3.179.

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19

Che Hassan, Nor Syamimi Iliani, Nor Hairunnisa Mohammad Nor, Wan Nuur Fazliza Wan Zakaria und Rohazlyn Rosly. „Atomic Grammar: A Learning Source of ESL Error Identification and Correction“. International Journal of Modern Languages And Applied Linguistics 4, Nr. 3 (14.10.2020): 65. http://dx.doi.org/10.24191/ijmal.v4i3.10601.

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Error analysis is deemed a fundamental component in language teaching which helps language learners to identify, understand and eventually correct language errors on their own. Atomic Grammar is created as a source of learning English language grammar based on error identification. The website which is accessible via personal computers and smartphones stores a compilation of the common errors made by ESL learners in their compositions followed by detailed explanation which include reasons and rules that formulate the correct use of the parts of speech that have been corrected. Atomic Grammar offers benefits to both language learners and teachers at all levels of education.

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Biber, Douglas, und Randi Reppen. „WHAT DOES FREQUENCY HAVE TO DO WITH GRAMMAR TEACHING?“ Studies in Second Language Acquisition 24, Nr. 2 (Juni 2002): 199–208. http://dx.doi.org/10.1017/s0272263102002048.

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Using frequency findings from corpus linguistics, this paper explores the relationship between the information presented in ESL-EFL materials and what is known about actual language use based on empirical studies. Three aspects of materials development for grammar instruction are discussed: the grammatical features to be included, the order of grammatical topics, and the vocabulary used to illustrate these topics. For each aspect, we show that there are often sharp contrasts between the information found in grammar materials and what learners encounter in the real world of language use. In our conclusion, we argue that a selective revision of pedagogy to reflect actual use, as shown by frequency studies, could result in radical changes that facilitate the learning process for students.

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Ahmad, Jameel. „Teaching of Poetry to Saudi ESL Learners: Stylistics Approach“. Studies in English Language Teaching 2, Nr. 1 (07.03.2014): 123. http://dx.doi.org/10.22158/selt.v2n1p123.

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Poetry can offer a wide range of language learning opportunities to ESL learners if it’s taught interactively and linguistically. Poetry is embellished with rhythm, beautiful diction and elevated grammatical features. These features can serve as a powerful stimulus to ESL students in learning grammar, vocabulary and integrated language skills. Some of the researchers pointed out that Poetry was taught in literature class but it was predominantly a teacher centered and nothing more than a dramatic monologue, so it failed to improve students’ language skills and creative analysis. The present study aims to explore how stylistics approach can be used as a powerful teaching resource to enrich grammar, vocabulary and integrated language skills of Saudi ESL learners. Four statistical surveys were conducted such as to elicit the impression of teachers and the impression & performance of Saudi students at Saudi universities. Statements pertinent to different aspects of poetry were used for major data collection. The findings marked a significant difference between the performance of stylistics based learners and traditional based learners in vocabulary, grammar, pronunciation and integrated language skills. Unlike traditional method, the stylistics approach for teaching poetry was found very exciting, because it was learners centered and based on repertoire of interactive language exercises. As per the findings of the four surveys conducted in this study, the stylistics approach for teaching poetry in ESL classroom was perceived by both Saudi teachers and students as an enjoyable means to enrich and energize the learning environment of an ESL classroom.

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Nagy, Imola Katalin. „Translation in ESL Classes“. Acta Universitatis Sapientiae, Philologica 7, Nr. 3 (01.12.2015): 87–107. http://dx.doi.org/10.1515/ausp-2015-0057.

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Abstract The problem of translation in foreign language classes cannot be dealt with unless we attempt to make an overview of what translation meant for language teaching in different periods of language pedagogy. From the translation-oriented grammar-translation method through the complete ban on translation and mother tongue during the times of the audio-lingual approaches, we have come today to reconsider the role and status of translation in ESL classes. This article attempts to advocate for translation as a useful ESL class activity, which can completely fulfil the requirements of communicativeness. We also attempt to identify some activities and games, which rely on translation in some books published in the 1990s and the 2000s.

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Singh, Charanjit Kaur Swaran, Amreet Kaur Jageer Singh, Nur Qistina Abd Razak und Thilaga Ravinthar. „Grammar Errors Made by ESL Tertiary Students in Writing“. English Language Teaching 10, Nr. 5 (04.04.2017): 16. http://dx.doi.org/10.5539/elt.v10n5p16.

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The educational context in Malaysia demands students to be equipped with sound grammar so that they can produce good essays in the examination. However, despite having learnt English in primary and secondary schools, students in the higher learning institutions tend to make some grammatical errors in their writing. This study presents the grammatical errors made by tertiary students in their writing. The participants were a group of Diploma students who sat for a university entrance exam. One hundred and forty-four written essays of the students were collected and analysed using content analysis. Findings revealed that subject-verb agreement and tenses were the most common type of errors. Students over-generalised and perceived that the tenses could be used interchangeably. Another common error found was in the students’ construction of complex sentence. In such constructions, they failed to include essential and nonessential clauses. If teachers do not teach strategies to assist students in comprehending the concept of Subject-Verb Agreement (SVA), tenses, essential and nonessential clauses, these students will continue to make such errors in their tertiary education. The findings may have useful implications for English language teachers as understanding students’ learning difficulties and providing appropriate grammar instruction is the key to effective teaching for ESL teachers.

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Hendrickson, James M., Regina L. Smalley und Mary K. Ruetten. „Refining Composition Skills: Rhetoric and Grammar for ESL Students“. Modern Language Journal 76, Nr. 1 (1992): 90. http://dx.doi.org/10.2307/329920.

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25

Lesikin, Joan. „Potential Student Decision Making in Academic ESL Grammar Textbooks“. Linguistics and Education 12, Nr. 1 (März 2001): 25–49. http://dx.doi.org/10.1016/s0898-5898(00)00042-5.

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26

Ragan, Peter H. „Applying functional grammar to teaching the writing of ESL“. WORD 40, Nr. 1-2 (Januar 1989): 117–27. http://dx.doi.org/10.1080/00437956.1989.11435800.

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27

Scovel, Thomas. „Trauma, triage, and treatment in the ESL grammar class“. International Journal of Applied Linguistics 15, Nr. 3 (01.11.2005): 379–83. http://dx.doi.org/10.1111/j.1473-4192.2005.00097.x.

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28

Pudin, Chelster Sherralyn Jeoffrey. „Exploring a Flipped Learning Approach in Teaching Grammar for ESL Students“. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 2, Nr. 1 (27.10.2017): 51. http://dx.doi.org/10.21093/ijeltal.v2i1.47.

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In light of the recent implementation of MOOC, the world of academia has been abuzz about incorporating flipped learning as part of blended learning in the classroom. Educators have been experimenting and exploring with it using different approaches. Flipped learning is basically a pedagogical model which reverses classroom activities. Materials or contents are provided online (in learning management system or other learning platforms) and students will study the material prior coming to class. Therefore, classroom time can be used to engage in activities such as problem solving, discussion and analysis. This study set out to explore the effects of flipped learning approach in a grammar classroom through students’ perceptions on its effectiveness and feasibility. A total of 120 students with higher Malaysian University Entrance Test (MUET) were asked to complete a questionnaire which is then analysed through SPSS version 24. The analysis of the findings showed that most of the students were keen to learn grammar through flipped classroom as opposed to traditional grammar classroom. The findings of this study give ESL practitioners a better insight into students’ preference in learning grammar and ways to create better teaching through blended learning.

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Van Loon, John. „Improving Pronunciation of Adult ESL Students“. TESL Canada Journal 20, Nr. 1 (26.10.2002): 83. http://dx.doi.org/10.18806/tesl.v20i1.941.

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This article describes a classroom technique for improving the pronunciation of adult ESL learners. The technique is based on using stress and pausing in the same manner as native speakers of English. Dramatic improvement in pronunciation may be quickly achieved by showing learners how stress and pause are related to parts of speech and sentence structure. The article describes how a classroom teacher can develop an awareness of the relationship between grammar and pronunciation for learners.

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Altiner, Cennet. „Teaching of Focus Structures in English“. Journal of Education and Training Studies 6, Nr. 11a (29.11.2018): 69. http://dx.doi.org/10.11114/jets.v6i11a.3802.

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English permits certain non-prototypical sentence forms that have focusing or foregrounding effect. Focus structures place certain elements of the basic version of the sentence in different positions in order to make them more prominent. Due to the widespread usage of them, EFL/ESL teachers should be familiar with the grammar of these structures and how they are usually used, the points learners have difficulty with, and the necessary pedagogical implications for teaching these structures. However, the problems that ESL/EFL students have while using English focus structures have not been widely investigated. Thus, this paper firstly looks into the cleft sentences, formed through movement of constituents and other changes, and the sentences with fronting and left-dislocation involving only movement. Then, studies which reveal a clearer picture of learners' problems with these structures are presented. Finally, some activities are designed in order to show how focus structures can be handled in language learning classroom.

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LIU, DILIN, und PING JIANG. „Using a Corpus-Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts“. Modern Language Journal 93, Nr. 1 (09.02.2009): 61–78. http://dx.doi.org/10.1111/j.1540-4781.2009.00828.x.

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Berardo, Marcellino A., Baiba Šedriks, Geri Lamer und Marina Greene. „Re-Envisioning ESL for Short-Term Programs“. Issues in Language Instruction 8 (17.09.2019): 26–37. http://dx.doi.org/10.17161/ili.v8i0.11832.

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ESL professionals have traditionally taught the four language skills, vocabulary, and grammar in Intensive English Programs (IEPs) to help incoming students satisfy the university’s ESL requirement. As international education continues to change, however, the ESL profession will need to re-conceptualize its role and make explicit its evolving relevance. IEPs and traditional ESL classes are not necessarily applicable to short-term programs, whose purpose is to give participants some experience at a US institution with a focus on a specific discipline or area of study. This paper demonstrates two ways ESL professionals re-envisioned their role at the university for short-term programs (STPs) by creating English courses for the international education experience. With linguistic and cultural guidance from the ESL instructors, participants in these English courses critically analyzed impactful observations, perceptions, ideas, or events from the STP and gave PowerPoint presentations at a program-wide conference on their analysis of one academic or non-academic concept or observation that had the most impact.

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Ghufron, Muhammad Ali, und Fathia Rosyida. „The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing“. Lingua Cultura 12, Nr. 4 (11.12.2018): 395. http://dx.doi.org/10.21512/lc.v12i4.4582.

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This research aimed at investigating the use of Grammarly software and in what terms it was more effective in reducing students’ errors in EFL writing compared to teacher corrective feedback (indirect corrective feedback). This research used the quantitative approach with a quasi-experimental design. There were 40 university students from English Education Study Program of a private university in Indonesia who were selected and randomized clustered into two; experimental and control groups. The students were tested at the beginning and the end of the research. The quantitative data were analyzed by using t-test formula. The results of the research confirm that the students whose work is evaluated by using Grammarly have a significant reduction in their errors compared to those whose work is evaluated by the teacher (indirect corrective feedback). The software is shown to be more effective to reduce the errors in terms of vocabulary usages (diction), language use (grammar), and mechanics of writing (spelling and punctuation). However, it is less effective to improve the content and organization of students’ EFL writing. This research can suggest EFL/ESL teachers with an alternative assessment for students’ writing that supports an autonomous learning environment.

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Saunders, Peter. „Functional grammar in the ESL classroom: Noticing, exploring and practising“. System 40, Nr. 2 (Juni 2012): 326–28. http://dx.doi.org/10.1016/j.system.2012.04.008.

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Mansouri, Fethi, und Loretta Duffy. „The pedagogic effectiveness of developmental readiness in ESL grammar instruction“. Australian Review of Applied Linguistics 28, Nr. 1 (01.01.2005): 81–99. http://dx.doi.org/10.1075/aral.28.1.06man.

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Abstract The project reported in this paper aims to test the concept of learner developmental readiness’ and its pedagogic effectiveness in the teaching of foreign language grammar. It focuses on the teaching of English as a second language (ESL) in a formal classroom context. The aim is to ascertain whether a specific teaching order based on the concept of developmental readiness, can enhance learning outcomes in foreign language classrooms. The main theoretical approach used is the Teachability Hypothesis articulated in Pienemann’s (1998) Processability Theory (PT), which “predicts that stages of acquisition cannot be skipped through formal instruction and that instruction will be beneficial if it focuses on structures from ‘the next stage’” (Pienemann, 1998, p. 13). Past teachability studies (e.g. Boss, 1996; Dyson, 1996; Ellis, 1989; Pienemann, 1984; Spada& Lightbown, 1999) have employed predicted order testing. However in this study subjects were exposed to English syntax structures either in the predicted or in the reversed orders outlined under PT. The findings of this study show that learners exposed to instruction in accordance with the developmental order predicted in PT produce the target language (TL) structures with a higher grammatical accuracy than those exposed to the reversed order. This suggests that instruction is more beneficial, in relation to grammatical accuracy, when it focuses on the TL structures in a developmentally implicational manner.

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Sahakian, Sam, und Benjamin Snyder. „Modeling Child Divergences from Adult Grammar“. Transactions of the Association for Computational Linguistics 1 (Dezember 2013): 125–38. http://dx.doi.org/10.1162/tacl_a_00215.

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During the course of first language acquisition, children produce linguistic forms that do not conform to adult grammar. In this paper, we introduce a data set and approach for systematically modeling this child-adult grammar divergence. Our corpus consists of child sentences with corrected adult forms. We bridge the gap between these forms with a discriminatively reranked noisy channel model that translates child sentences into equivalent adult utterances. Our method outperforms MT and ESL baselines, reducing child error by 20%. Our model allows us to chart specific aspects of grammar development in longitudinal studies of children, and investigate the hypothesis that children share a common developmental path in language acquisition.

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Narasuman, Suthagar, und Zalina Mohd Zamri. „ENGLISH LANGUAGE SELF-EFFICACY IN A BLENDING LEARNING ENVIRONMENT“. Management and Accounting Review (MAR) 17, Nr. 2 (29.08.2018): 107. http://dx.doi.org/10.24191/mar.v17i2.787.

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The aim of this study was to look at the effect of blended learning (BL) on the respondents’ English as a second language (ESL) self-efficacy. The respondents in this study were subjected to a pre and post study survey on ESL self-efficacy in a BL environment. Between the surveys was an eight week time period during which the respondents’ formal ESL lessons were conducted using the blended learning approach. The study utilised both quantitative and qualitative data. Data from the pre and post-test surveys were analysed to ascertain the respondents’ attitude towards blended learning and their self-efficacy in ESL. The results of this study revealed that blended learning had a positive influence on the diploma respondents’ self-efficacy in ESL learning. They believe that blended learning had helped improve their listening skills (74.4%), speaking skills (68.3%), reading skills (92.7%), writing skills (56.1%) and grammar (59.8%).

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Levy, Mike, und James Garton. „Adapting a grammar checker for learner writers“. ReCALL 6, Nr. 2 (November 1994): 3–8. http://dx.doi.org/10.1017/s0958344000003165.

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This paper explores the potential and limitations of Grammatik 5 as a tool for revising writing, particularly as a grammar checker and adviser. It will examine the proposition that writing strategies can be enhanced when the program is 'tuned' to suit a group of ESL writers, with grammar rules and advice written to meet the learner's specific needs.The rules and advice designed by the authors for Grammatik 5 have been chosen and written on the basis of an analysis of errors in a corpus of learner scripts within the academic genre of essay writing. The corpus contains a set of 28 essays written by 4 students over a period of 14 weeks in a university course designed to develop ESL students' writing skills.In the role of corrector the computer has to be unfailingly accurate. If, on the other hand, the computer is cast in the role of tool, to simply identify elements of the language to the learner, the shortcomings of the computer as infallible assessor can be avoided. This role is a more appropriate one given the complexities of evaluating written work and limitations in the capacity of the current generation of computer programs to correct reliably.A basic assumption of the paper is that the goal in using a grammar checker in this way is to extend the learners' capacity to review their written drafts and develop a critical approach to the writing process. While grammar checkers and advisers are not infallible in their analyses of English sentences, good use can be made of commercial programs when they are adapted appropriately.

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Olagbaju, Oladotun Opeoluwa. „Teacher-Related Factors as Predictors of Students’ Achievement in English Grammar in Gambian Senior Secondary Schools“. Education Research International 2020 (07.11.2020): 1–6. http://dx.doi.org/10.1155/2020/8897719.

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Studies have shown that several factors predict students’ achievement in any second language classroom. These factors include learner, school, text, and teacher-related variables. The teacher is indispensable in the instructional procedure; therefore, the quality of a teacher in terms of teaching experience, subject mastery, and questioning behaviour can determine ESL students’ learning outcomes to a large extent. This study examined the relationship between teachers’ subject mastery and questioning behaviour and students’ achievement in English grammar in the Gambia. The research design is a descriptive survey that comprised 300 students and 10 English language teachers from four senior secondary schools in Kanifing Municipal Council. Two research instruments were used and the data were analysed using PPMC and MRA. The result showed that independent variables predicted students’ achievement in English grammar. Teachers’ subject mastery (β = 0.476; t = 12.132; p < 0.05 ) and questioning behaviour (β = 0.204; t = 5.195; p < 0.05 ) contributed significantly to students’ achievement in English grammar relatively and jointly. Recommendations were made to stakeholders to ensure regular training of in-service and preservice language teachers on the teacher and teaching-related variables in ESL classrooms.

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Palanisamy, Saravanan A/L, und Azlina Abdul Aziz. „Systematic Review: Challenges in Teaching Writing Skills for Upper Secondary in ESL Classrooms and Suggestions to overcome them“. Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, Nr. 4 (08.04.2021): 262–75. http://dx.doi.org/10.47405/mjssh.v6i4.749.

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This paper presents a systematic review of relevant published studies on challenges in teaching writing skills for upper secondary in ESL classrooms and solutions to overcome them from year 2012-2020. This systematic review attempts to address two research questions ; i.e. what are the writing challenges of the students and what are the solutions to overcome writing challenges faced by ESL students. 12 single studies and 2 systematic reviews were systematically reviewed and revealed that the most challenges encountered by students in writing are word choice, vocabulary, grammar and poor organisation of ideas. The findings also shed some lights on solutions to overcome the challenges from teachers’ and students’ perspective. Teachers should act as a guidance by providing sample essays, giving feedbacks and choose suitable approach by identifying students’ needs. Meanwhile the students should read more to generate ideas and improve their vocabulary and grammar knowledge.

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Jahan, Noor. „Theories and Approaches of Teaching English Prepositions“. BELTA Journal 1, Nr. 1 (01.06.2017): 8–27. http://dx.doi.org/10.36832/beltaj.2017.0101.01.

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Grammatical competence is one of the prerequisites of communicative competence. So learning the grammar may be considered one of the fundamental needs. Prepositions are one of the grammatical elements of English which are undoubtedly challenging for the ESL/EFL learners around the world. So, it is essential to know the theories and approaches of teaching prepositions, following which the problems of learners may be reduced. In this paper, the traditional approach, the Collocation Approach, the Cognitive Approach and some other theories and approaches have been discussed briefly so that a certain awareness regarding the teaching of prepositions can be created.

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Lee, Jongbong. „ESL learners’ writing as a window onto discourse competence“. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, Nr. 35 (31.01.2021): 277–94. http://dx.doi.org/10.30827/portalin.v0i35.15752.

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This study explores the relationship between writing strategies and the cohesion of writing, and it compares how an ESL learner and a native speaker of English use strategies to organize their written narratives. A text analysis demonstrates that the ESL learner used fewer connectives than the native speaker of English, and produced a less cohesive narrative. Next, taking a qualitative approach, the study explores how the differences in their written products are related to the writers’ uses of different writing strategies and processes. The ESL learner used the strategy of translation from L1 to L2 and focused on grammar and vocabulary; the native English speaker drew on a mental template to organize her narrative. The conclusion discusses implications for L2 writing instruction.

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Hegelheimer, Volker. „Helping ESL Writers Through a Multimodal, Corpus-based, Online Grammar Resource“. CALICO Journal 24, Nr. 1 (14.01.2013): 5–31. http://dx.doi.org/10.1558/cj.v24i1.5-31.

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Storch, N. „Comparing Esl Learners' Attention To Grammar On Three Different Classroom Tasks“. RELC Journal 32, Nr. 2 (Dezember 2001): 104–24. http://dx.doi.org/10.1177/003368820103200207.

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Hancin-Bhatt, Barbara. „Optimality in second language phonology: codas in Thai ESL“. Second Language Research 16, Nr. 3 (Juli 2000): 201–32. http://dx.doi.org/10.1191/026765800671362605.

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This study presents an Optimality Theoretic account of syllable codas in Thai ESL. To date, there is little research in the literature on the study of codas, and Thai ESL presents an interesting test case since Thai has a more restrictive set of constraints on what can occur syllable-finally than does English. Thai ESL learners thus need to resolve the conflict between what they know (their first language or L1) and what they are learning (their second language or L2 grammar). Optimality Theory provides the mechanisms to understand how this phonological conflict is resolved,and in what ways. The main findings of this study are that the native language constraint rankings interact with target constraint rankings in a specific way, allowing a restricted and predictable range of production types by intermediate Thai learners of ESL. The study argues that constraint rerankings occur in an ordered fashion:the constraints on which segments can appear in codas (CODA-AC) re-rank before the constraint disallowing complex codas (*COMPLEX), thereby correctly defining the observed stages in ESL coda development.

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Veliz, Leonardo. „A Route to the Teaching of Polysemous Lexicon: Benefits from Cognitive Linguistics and Conceptual Metaphor Theory“. International Journal of Applied Linguistics and English Literature 7, Nr. 1 (15.12.2017): 211. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.211.

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This paper discusses some implications and applications of the field of Cognitive linguistics (CL) to the teaching of English as a second, foreign or additional language (ESL, EFL or EAL). Some of the areas to which CL has immensely contributed are the teaching and learning of grammar, including modality and prepositions (e.g. Langacker, 1991; Langacker, 2008), the teaching and learning of lexis, especially metaphorically-used words and expressions (e.g. Boers, 2004; Deignan, Gabrys, & Solska, 1997; Kalyuga & Kalyuga, 2008; Kövecses, 1996), and the teaching and development of literacy skills, in particular the skills to better understand texts with metaphors embedded (e.g. Boers, 2000). A discussion of all these areas is certainly beyond the scope of this paper. The area to which some attention is drawn in this article is that of teaching metaphorical lexis, with a particular focus on the teaching of polysemous words. General suggestions and teaching recommendations are made in an attempt to bring this field closer to language practitioners.

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Min, Young-Kyung. „Vocabulary Acquisition: Practical Strategies for ESL Students“. Journal of International Students 3, Nr. 1 (01.01.2013): 64–69. http://dx.doi.org/10.32674/jis.v3i1.520.

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The English language is considered to have the largest vocabulary in the world (Crystal, 2002). Educated native speakers of English are expected to know approximately 20,000 word families or 70,000 words (Nation, 2001); however, educated non-native speakers of English know less than one quarter of the native speakers’ vocabulary (Laufer & Yano, 2001). Nonnative speakers of English must increase their vocabulary knowledge in order to become successful in their academic endeavors in English-medium educational environments. A solid foundation of vocabulary knowledge is essential at every stage of the learner’s second language (L2) development. Regardless of the degree of the learner’s competency in grammar and pronunciation; one cannot have effective communication without sufficient vocabulary knowledge.

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Mungungu-Shipale, Saara S., und Jairos Kangira. „Lecturers’ and Students’ Perceptions and Preferences about ESL Corrective Feedback in Namibia: Towards an Intervention Model“. World Journal of English Language 7, Nr. 1 (26.02.2017): 11. http://dx.doi.org/10.5430/wjel.v7n1p11.

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This study investigated tertiary lecturers’ and students’ perceptions and preferences on the provision of CorrectiveFeedback (CF) in the English as a Second Language (ESL) classroom at the Namibia University of Science andTechnology. The study focused on students’ speaking and writing skills in the Language in Practice English course.The findings revealed that both lecturers and students perceive CF as an essential aspect of developing ESL productiveskills. Both lecturers and students were of the perception that CF is more focused on English grammar than form.Students preferred more correction than their lecturers provided. Both lecturers and students concurred thatmetalinguistic feedback is the best practice for CF in English. The contribution this study made is the ten-stageIntervention Model that works towards the effectiveness of ESL CF at tertiary level in Namibia. The modelrecommends that lecturers should carefully scrutinise the specific ESL target language features; practise a variety ofsuitable CF techniques; and cater for individual students’ specific needs and preferences in learning English as aSecond Language at tertiary level.

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Bist, Resham Bahadur. „Role of the Literature in ELT Course of Mid-Western University“. Journal of NELTA Surkhet 5 (01.04.2018): 56–64. http://dx.doi.org/10.3126/jns.v5i0.19488.

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This article identifies the role of literature course included in B.Ed. English Curriculum of Mid-Western University for the promotion of language skills and areas. It begins with the general introduction of literary course either it supports to EFL/ESL context. The research questions and objectives are set to examine the role of literature course in ELT classroom. Then it is closely observed literature contents in B.Ed. English curriculum. It is discussed via self-inspection and reflection of my own experience. It reaches in conclusion that literary texts provide rich linguistic input and effective stimuli for students to express themselves, and a potential source of learner motivation. These texts also provide an opportunity for multi-sensorial classroom experiences and can appeal to learners with different learning style. The students can promote their creativity and language proficiency in ESL/EFL context of ELT classroom. Therefore, it is essential to design the literary texts in ELT course to promote both the language skills (i.e. listening, speaking, reading, and writing) and language areas (i.e. vocabulary, grammar, and pronunciations).Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 56-64

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Akyel, Ayse. „Form-Focused Instruction in Communicative Language Teaching: Implications for Grammar Textbooks“. TESL Canada Journal 18, Nr. 1 (31.10.2000): 47. http://dx.doi.org/10.18806/tesl.v18i1.899.

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This article examines a number of adult ESL grammar textbooks via an author designed checklist to analyze how well they incorporate the findings from research in communicative language teaching (CLT) and in form1ocused instruction (FFI). It concludes that although a few textbooks incorporate some of the research findings in CLT and FFI, they are not necessarily those chosen by the teaching institutions.

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