Relevant bibliographies by topics / English language Grammar

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language Grammar'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "English language Grammar"

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Dr. Dhaval Purohit. "How to Teach English Grammar Effectively." International Peer Reviewed E Journal of English Language & Literature Studies - ISSN: 2583-5963 4, no. 2 (December 10, 2022): 298–303. http://dx.doi.org/10.58213/ell.v4i2.57.

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All languages made use of by human beings in order that they can communicate either in speech or in black and white possess their own grammars. Whether it be one’s native language or second language (hereinafter referred to as the English Language), it must be having its grammar. It is like a flit-gun and its grammar is its plunger, and it is the plunger that does set and keep the flit-gun in operation. Wherefore the grammar of a language cannot be thought of as autonomous of the language. Rather it should be said that a language and its grammar are integrated and of it there is no doubt at all. This research article shall wherefore be focusing on how to effectively teach the grammar of the English language.
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Normawati, Afi, and Dwitiya Ari Nugrahaeni. "Grammar Teaching and Learning in English Language Class: Students’ View." English Education:Journal of English Teaching and Research 9, no. 1 (May 25, 2024): 41–48. http://dx.doi.org/10.29407/jetar.v9i1.21536.

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Grammar, which differs in structure among languages, plays an important component of language acquisition. Grammar proficiency is essential for clear communication since it improves understanding and coherence. Therefore, mastering English grammar is essential to EFL study. This study explores the students’ view on the importance of grammar in language acquisition in detail and explores how EFL students evaluate the teaching and learning of grammar. A qualitative method was used, including open-ended questionnaire and interview, to better understand students' perspectives. The results support the participants' understanding of grammar's significance and reinforce the idea that grammar teaching is essential. The findings of this study further highlight the need of combining explicit and implicit teaching strategies within grammar teaching and learning, acknowledging the mutually beneficial nature of both methods. These strategies further emphasise the critical role that technology and the internet play in language learning. These results together offer educators knowledge for developing effective grammar teaching strategies that correspond with students' viewpoints and academic objectives.
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AARTS, BAS. "Grammatici certant Rodney Huddleston & Geoffrey K. Pullum (in collaboration with Laurie Bauer, Betty Birner, Ted Briscoe, Peter Collins, David Denison, David Lee, Anita Mittwoch, Geoffrey Nunberg, Frank Palmer, John Payne, Peter Peterson, Lesley Stirling and Gregory Ward), The Cambridge grammar of the English language. Cambridge: Cambridge University Press, 2002. Pp. xvii+1,842." Journal of Linguistics 40, no. 2 (July 2004): 365–82. http://dx.doi.org/10.1017/s0022226704002555.

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The first large-scale modern grammars of English were Quirk et al.'s A grammar of contemporary English (1972) and A comprehensive grammar of the English language (1985). It has taken 18 years for a major competitor to be published. Many linguists, especially those whose main focus is English, will have looked forward to the publication of the present book. The Cambridge grammar of the English language (henceforth CaGEL) is first and foremost the brainchild of Rodney Huddleston, whose 1984 Introduction to the grammar of English had already established itself as an important text. He was joined by Geoffrey Pullum and the other authors listed above at various points in time.
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Parinyavottichai, Chanyaporn. "The Application of Global Grammar Theory to Locative and Directional Structures in Chinese, Thai and English." MANUSYA 12, no. 2 (2009): 1–18. http://dx.doi.org/10.1163/26659077-01202001.

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This paper employs the Global Grammar theory to analyze locative and directional phrases in Mandarin, Thai and English. I use translation-equivalent sentences from Mandarin, English, and Thai to illustrate the relation between the global grammar and its derived regional grammars and to show how the translation-equivalent sentences can become partly similar and partly dissimilar to each other. This paper also shows how a language teacher of Mandarin Chinese can effectively use the relation between the Global grammar and particular grammars to help students whose native language is English and Thai to learn the syntax and semantics of any Chinese sentence.
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Enesi, Miranda, Ekaterina Strati, and Anisa Trifoni. "Alternative grammar teaching vs. traditional grammar teaching in Albanian tertiary education." International Journal of Education and Practice 11, no. 2 (April 12, 2023): 279–94. http://dx.doi.org/10.18488/61.v11i2.3337.

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Owing to the complex nature of the English Grammar, teachers of English language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students to master grammar structures though English teachers in Albania try hard to make grammar teaching as engaging as possible but through the traditional grammar teaching approach. The traditional approach and techniques have produced ineffective learning and inert knowledge problems. However, through alternative teaching approaches, especially the communicative one, students learn the language in all its three dimensions, form, meaning and use. This helps them to make use of grammatical structures meaningfully, accurately, and appropriately. With the view to investigate Albanian University lecturers’ perspectives in teaching English grammar in foreign languages departments in Albania, this research paper aimed to survey English Language lecturers’ most effective grammar teaching approaches and strongly suggest them teaching grammar communicatively. With the aid of a questionnaire, lecturers provided their opinions on the effectiveness of this alternative teaching approach and its impact on their students’ success. As an integral component part of language, as a mechanism that makes language move, grammar improves the quality as well as accuracy of English language writing and fluency, and the best approach to integrate it into English language teaching skills, should be applied by all English language lecturers. The questionnaire’s results show an integration of both approaches. Lecturers prefer teaching grammar communicatively to the traditional approach; however, they also use elements of the traditional one.
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Patria, Aditya Nur. "Vocational English Students’ Perceptions of Learning English Grammar." International Journal of English Language Studies 4, no. 4 (December 14, 2022): 62–66. http://dx.doi.org/10.32996/ijels.2022.4.4.9.

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The vocational college is commonly known as a place to prepare students to be ready for work in the industry. Hence, the English language taught in this institution should be more functional or applicable rather than theoretical and analytical. The present study aims to investigate the perception of students taking the English language stream in the Applied Foreign Languages program at a vocational college toward learning English grammar. There are 40 student participants involved. The data are collected using a 13-item questionnaire to identify students’ perception of the importance of learning grammar, the relevance to their study and future career, and their feeling toward learning grammar. Analyzed using descriptive statistics, the data indicate that students consider learning grammar important. Their perception tends to be positive regardless fields of their future career. However, translation is the field career in which many students choose and seem to demonstrate a positive perception toward learning English grammar.
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Tintemann, Ute. "The Traditions of Grammar Writing in Karl Philipp Moritz’s (1756–1793) Grammars of English (1784) and Italian (1791)." Historiographia Linguistica 42, no. 1 (May 26, 2015): 39–62. http://dx.doi.org/10.1075/hl.42.1.03tin.

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Summary Until the late 18th century, authors of vernacular grammars often adopted the categories of Latin grammar to describe these languages. However, by adapting the Latin system to English, German or Italian, grammarians could succeed only in part, because these languages work in different ways. In the present paper, the author discusses the solutions that Karl Philipp Moritz (1756–1793) proposes in his Englische and Italiänische Sprachlehre für die Deutschen, textbooks for German learners. The author analyses to what extent Moritz’s grammar descriptions were influenced by the Latin model as well as by the traditions of English and Italian grammar writing that he encountered in his sources. It will be demonstrated that he translated extensively from the works of other authors: For his English textbook (Moritz 1784), he mainly used James Greenwood’s (1683?–1737) The Royal English Grammar (1737), and for Italian (Moritz 1791), he profited especially from Benedetto Rogacci’s (1646–1719) Pratica, e compendiosa istruzione circa l’uso emendato, ed elegante della Lingua Italiana (1711).
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Qizi, Durdona Axmadova Axror. "THE ROLE OF GRAMMAR IN LEARNING ENGLISH LANGUAGE." American Journal Of Social Sciences And Humanity Research 03, no. 05 (May 1, 2023): 118–22. http://dx.doi.org/10.37547/ajsshr/volume03issue05-21.

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This research article aims to investigate the role of grammar in the process of learning the English language. The study explores the importance of grammar instruction, its impact on language proficiency, and its relevance in different language learning contexts. Through a comprehensive review of relevant literature, this article examines various perspectives and theories regarding the role of grammar in language acquisition.
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Schachter, Jacquelyn. "On the issue of completeness in second language acquisition." Interlanguage studies bulletin (Utrecht) 6, no. 2 (December 1990): 93–124. http://dx.doi.org/10.1177/026765839000600201.

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The issue of completeness in adult second language acquisition is critical in the development of a theory of second language acquisition. Assuming the Chomskyan definition of core grammar as being those aspects of the language determined by the interaction of the innately specified Universal Grammar and the input to which the learner is exposed, we need to ask if it is possible for an adult learner of a second language to attain native-speaker competence in the core aspects of the grammar of the second language. This paper examines evidence for presence or absence of one principle of UG, Subjacency, in the grammars of groups of proficient nonnative speakers of English. There are three groups whose native languages - Korean, Chinese, Indonesian - differ from English with regard to Subjacency, Korean showing no evidence of it, Chinese and Indonesian showing partial evidence of it. There is one group whose native language, Dutch, shows the full range of Subjacency effects that English does. If all groups show the same Subjacency effects in English that native speakers do, then it must be the case UG is still available for adult second language learning and completeness in second language grammars is possible; if not, then completeness cannot be included as a possible characteristic of adult second language acquisition. Proficient nonnative university students with the above native languages were given grammaticality judgement tests on a set of sentences containing a variety of structures (islands) and Subjacency violations involving those structures. Analysis showed that though all groups were able to correctly judge grammatical sentences (containing islands) as grammatical, only the Dutch group was able to correctly judge ungrammatical sentences (containing Subjacency violations) as ungrammatical; the Korean subjects performed randomly on this task. This native language effect was shown not to be due to attribute variables, such as age of first exposure to English, number of months in an English-speaking country, number of years of English study, etc. The results support the conclusion that completeness is not a possible property of adult-acquired grammars since adults no longer have access to UG for the second language learning process.
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Fauzi, Ashar, and Kristian Adi Putra. "Reconstructing Grammar Exercises: A Systemic Functional Grammar Approach." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 7, no. 2 (December 29, 2022): 397–407. http://dx.doi.org/10.24042/tadris.v7i2.14051.

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Despite the sufficient amount of language textbook analysis studies that have been conducted, little attention focused on grammar exercises analysis presented in the Indonesian junior high school English textbooks that facilitated the students to make meaning where functional grammar principles were adopted. This current study nuanced education artifacts analysis. The researchers intended to reveal to what extent the English grammar exercises present functional grammar exercises. Moreover, The study provided a practical suggestion to teachers, textbook developers, and language practitioners to revise and include the functional grammar approach in designing English grammar exercises. Anchored into critical document study, this study focused to find the representation of functional grammar exercises portrayed in an English language textbook where the mandated English language curriculum endorses genre-based and text-based language pedagogy in an Indonesian secondary school context. Two analytical tools were combined (i.e. transitivity analysis and critical discourse study) to reveal the existing English grammar exercises. The findings present a total of 88 English grammar exercises found in the textbook. However, 28 English grammar exercises indicated activities for the student to make meaning. The result provided a critical suggestion for grammar exercises revision that facilitates students to make meaning and understanding the social practices of the language. However, this study only provided a textbook analysis, further studies possibly focus on action studies where the functional grammar exercises were implemented in classroom activities.
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Dissertations / Theses on the topic "English language Grammar"

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Zalewski, Jan P. Hawkins Bruce Wayne. "Redefining the global grammar towards the development of a communicatively-oriented pedagogical grammar of English as a second language /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311294.

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Thesis (D.A.)--Illinois State University, 1992.
Title from title page screen, viewed February 8, 2006. Dissertation Committee: Bruce Hawkins (chair), Irene Brosnahan, Douglas Hesse, Sandra Metts, Margaret Steffensen. Includes bibliographical references (leaves 265-284) and abstract. Also available in print.
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Chiu, Lai-wan Hazel. "Consciousness-raising and the acquisition of grammar." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161823.

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Mayhugh, Paul W. "A Chinese-English intermediate Greek grammar." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Boyd, Jeremy Kenyon. "Comparatively speaking a psycholinguistic study of optionality in grammar /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3273558.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed August 31, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 172-181).
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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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Grimshaw, Jane B. "English wh-constructions and the theory of grammar." New York : Garland Pub, 1985. http://books.google.com/books?id=hLJZAAAAMAAJ.

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

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Caissie, Roland. "English verb phrase grammar prototypes for speakers of other languages : a cognitive approach to facilitate second language English composition /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9351.

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Scott, Leslie A. (Leslie Ann). "Natural Grammar: a Painless Way to Teach Grammar in the Secondary Language Arts Classroom." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc501245/.

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Natural Grammar provides a way for the junior high or high school English teacher to draw upon students' "natural," or subconscious, knowledge of the systems and structures of spoken English. When such subconscious knowledge is conceptualized (brought to the conscious level), the students can transfer that knowledge to their writing. Natural grammar, in other words, allows the teacher to begin with what students already know, so that he or she may help students to build upon that knowledge in the context of the students' own writing. Chapters include a brief history of grammar instruction, a synopsis of the theories that contributed to the development of natural grammar, a description of natural grammar, and suggestions for implementation of natural grammar in the classroom.
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Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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Books on the topic "English language Grammar"

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Association, Research and Education, ed. English language. Piscataway, N.J: Research & Education Association, 2000.

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Richard, Morris. English grammar. Toronto: J. Campbell, 1986.

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Downing, Angela. English Grammar. London: Taylor & Francis Inc, 2006.

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Hudson, Richard A. English Grammar. London: Taylor & Francis Group Plc, 2004.

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Yule, George. Explaining English grammar. Oxford [England]: Oxford University Press, 1998.

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Yule, George. Explaining English grammar. Oxford: Oxford University Press, 1998.

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Stacy, Magedanz, ed. English grammar. New York: Wiley, 2003.

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Parrott, Martin. Grammar for English language teachers. Cambridge, England: Cambridge University Press, 2000.

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Kolln, Martha. Understanding English grammar. 4th ed. New York: Macmillan, 1994.

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Hudson, Richard A. English word grammar. Oxford, UK: B. Blackwell, 1991.

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Book chapters on the topic "English language Grammar"

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Jones, Robert C. "Americn English grammar." In Toward an Understanding of Language, 51. Amsterdam: John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/cilt.40.07jon.

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Leech, Geoffrey. "Grammar: Words (and Phrases)." In English Language, 111–29. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_6.

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Leech, Geoffrey. "Grammar: Phrases (and Clauses)." In English Language, 130–50. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_7.

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Leech, Geoffrey. "Grammar: Clauses (and Sentences)." In English Language, 151–69. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_8.

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Leech, Geoffrey. "Grammar: Words (and Phrases)." In English Language, 64–81. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_5.

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Leech, Geoffrey. "Grammar: Phrases (and Clauses)." In English Language, 82–100. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_6.

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Leech, Geoffrey. "Grammar: Clauses (and Sentences)." In English Language, 101–18. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_7.

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Cottle, Basil. "Middle English Grammar: Verse." In The Language of Literature, 11–19. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-17989-3_2.

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Cottle, Basil. "Middle English Grammar: Prose." In The Language of Literature, 20–27. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-17989-3_3.

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Peters, Ann M. "From Prosody to Grammar in English." In Language Acquisition and Language Disorders, 121–56. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/lald.24.07pet.

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Conference papers on the topic "English language Grammar"

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Buriyevna, Kadirova Marguba. "THE PRINCIPLES OF TEACHING ENGLISH GRAMMAR." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-21.

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This article revealed in the complex approach to teaching foreign languages paying attention to its main language skills. Each of the activities is described in details with presenting the goals and results of using them.
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Jadán-Guerrero, Janio, Juan Ramos, Hugo Arias-Flores, and Isabel L. Nunes. "Using Comics in the English Language Classroom." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002175.

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English is a language which plays an important role in the Ecuadorian society because it is used on different fields such as business, tourism, entertainment, health. English is present in Education because it is taught in most educational institutions – at primary, secondary and higher levels – giving students the opportunity to gain competencies in a second language. Unfortunately, the lack of didactic resources to teach grammar makes the English learning process difficult and boring. Therefore, the aim of this research is to develop a storytelling to learn English grammar through comics. The methodology used is the mixed method approach – qualitative and quantitative – for the data collection. The students who participated on this research took a pre-test and a post-test in order to know the perspective of comics as well as their grammar knowledge. The comics were designed in the software Paint 3D because it makes colorful presentations and it is possible to draw on the computer’s screen by using the optical pen. The comics present grammar structures in familiar contexts to motivate comics reading. After applying comics, the results showed that students improved their grammar grades and were motived to learn grammar. A secondary goal is to promote comics as an English resource to improve the learning of different English skills.
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Petruchina, E., and M. De Poj. "VERB ANGLICISMS IN RUSSIAN AND CZECH LANGUAGES IN INFORMAL COMMUNICATION OF INTERNET USERS." In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4114.978-5-317-07174-5/171-186.

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The main focus of the article is on the adaptation of verbs borrowed from English to the Russian and Czech language systems, which name the actions of Internet users in informal online communication. A corpus study of verb anglicisms in two closely related Slavic languages reveals a lower degree of their adaptation in Czech compared to Russian, first of all in terms of graphics and orthography, as well as a lower stylistic marking.
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Catana, Elisabeta simona. "E-LEARNING INCENTIVES FOR IMPROVING THE ENGINEERING STUDENTS’ACCURACY IN ENGLISH FOR WORK PURPOSES AND ONLINE PROFESSIONAL COMMUNICATION." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-121.

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Overcoming the challenges of the 21st century multicultural society whose protagonists have to master an international language of communication such as English for work purposes in a multinational, for professional online communication with foreign interlocutors, we emphasize the necessity to encourage e-learning in controlled situations at university in the English language courses and seminars for engineering students in order to raise their awareness that focusing on grammar accuracy should be their top priority for advancing their knowledge of English for their future career, future life and, last but least, for their high quality well-rounded education. This paper argues for the importance of a particular and intense focus on e-learning for improving the engineering students' English grammar accuracy in the English language seminars in a technical university, emphasizing the following aspects: 1) e-learning plays a motivational role in developing the students' English language knowledge for work purposes in our 21st century multicultural society; 2) using and developing new internet resources for advancing the students' knowledge of English grammar and vocabulary are a must as a very good knowledge of English grammar results in logical, coherent and cohesive verbal and written discourses in English for work purposes. Having analysed the engineering students' needs for professional real-life and online communication in general and technical English for a future career, this paper shows that by encouraging e-learning in order to motivate the students to enhance their knowledge of English grammar by solving online grammar exercises, getting involved in communication activities on the online platforms, doing their homework, the students will develop their English speaking, reading, listening and writing skills, proving their linguistic competence in English. That is why this paper will present: 1) the e-learning incentives for improving the students' English language accuracy; 2) the engineering students' perspective on the importance of focusing on e-learning and blended learning for developing their English grammar knowledge in the English language seminars in a technical university; 3) a methodological approach to teaching advanced English grammar to engineering students by means of traditional learning and e-learning.
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ROZA, Veni, Hermawati SYARIF, Desmawati RADJAB, and M. ZAIM. "Textual Enhancement-Based Grammar Instructional Design for English Students." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.1.

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Tayal, Madhuri A., M. M. Raghuwanshi, and Latesh Malik. "Syntax Parsing: Implementation Using Grammar-Rules for English Language." In 2014 International Conference on Electronic Systems, Signal Processing and Computing Technologies (ICESC). IEEE, 2014. http://dx.doi.org/10.1109/icesc.2014.71.

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Korsakova, Lalita V., and Olga G. Smirnova. "PROBLEMS OF FORMING GRAMMAR SKILLS IN ENGLISH LANGUAGE TEACHING." In Обучение иностранному языку студентов высших и средних образовательных учреждений на современном этапе; Сохранение и ревитализация языков и культур эвенков, эвенов России и орочонов Китая. Благовещенск: Амурский государственный университет, 2022. http://dx.doi.org/10.22250/9785934933815_145.

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Algburi, Basim Yahya Jasim. "Exploring Iraqi EFL Learners' Command of basic Grammatical Structures at the Tertiary level." In 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.960.

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Language learning has been equated with learning it's grammar. The view was that mere words without grammar of some kind do not constitute a language. This view has been challenged by the communication-based approaches which relegated grammar to a secondary status. The new English course for Iraq which was the prescribed course for teaching English as a foreign language from 1972 to 2004 which was structurally- based has been deserted and since then there has been a shift to communication based courses in which grammar is assumed to be a by-product which develops automatically while emphasis is placed on communication. The present study aims at testing this assumption to see whether students have mastered the basic grammatical notions and structures after 12 years of studying English using communication-based syllabuses. The research questions addressed were: to what extent have Iraqi students mastered the grammatical notions and structures? Which notions and structures had not been adequately mastered? The results indicate that the basic grammatical structures and notions have not been adequately mastered after a long period of studying English at the tertiary level and the students still find difficulty in most grammatical structures, including comparative constructions, concord, passivization, and perfective aspects. The reasons were identified and suggestions for overcoming the difficulties in these areas were made.
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Busack, Eirini. "Are digital learning paths sufficient for learning/practising English grammar? Views of secondary school pupils." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16945.

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This study aims to investigate 80 grade 6–10 secondary school English as a Foreign Language (EFL) learners’ opinions in Germany about the extent to which they consider Digital Learning Paths (DLPs) sufficient for acquiring or refreshing their English grammar knowledge. The learners were given one to two grammar-focused DLPs, depending on their grade and language level, to complete during their English classes. Upon completion, learners participated in an online survey. Research data were collected in October 2022 using an online survey. Interestingly, results from 80 learners showed that for half of the respondents, the DLPs were sufficient to learn or practise English grammar, but the second half of the respondents indicated that they would prefer DLPs to be integrated into grammar lessons at school. This is because these learners prefer to have additional explanations from the teacher. This case study shows that it can help promote DLPs as an alternative teaching method and encourage EFL teachers to deliver their English grammar lessons in a more engaging and sustainable format.
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Jazil, Syaiful, Laras Ayuningtyas Manggiasih, Kurnia Firdaus, Puri Mega Chayani, and S. H. Nely Rahmatika. "Students’ Attitudes Towards the Use of Google Forms as an Online Grammar Assessment Tool." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.033.

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Reports on the topic "English language Grammar"

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ARUTYUNYAN, D. D. GRAMMAR ANALYSIS AS A MEANS OF NOTIONAL FUNDAMENTALS CREATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-3-43-50.

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The article is devoted to the analysis of the Passive Voice to search for the learners’ language mistakes. Analysis of the Passive Voice definition, given by different linguist, is performed. The causes of notional difficulties, the ways of notional fundamentals creation for the learners of English are presented.
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Ledermann, Anna Christine. Collective nouns in the Green Line and Access series : Comparing textbook language with natural usage data. Otto-Friedrich-Universität, 2023. http://dx.doi.org/10.20378/irb-95288.

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German textbooks of English influence their users’ acquisition of agreement patterns with collective nouns in two ways. On the one hand, the use of collective nouns throughout the textbooks serves as a language model for students, and on the other hand, their grammar sections provide explicit rules on agreement patterns with collective nouns. The present study analyzes both these aspects in the LehrplanPLUS versions of the textbook series Green Line and Access for Bavarian secondary schools (Gymnasien) and compares them to native speaker data from Levin (2001). Although this comparison shows that the agreement patterns with collective nouns throughout the textbooks support their nativelike acquisition, the grammar sections show some deficits that might inhibit the nativelike acquisition of agreement patterns with collective nouns.
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teaching classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teach classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching, and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
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Communicative English Language Grammar (intermediate level). OFERNIO, 2017. http://dx.doi.org/10.12731/ofernio.2017.22606.

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