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Journal articles on the topic 'Explicit grammar teaching'
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Rahman, Ayuni Madarina Abdul, and Radzuwan Ab Rashid. "Explicit and Implicit Grammar Instructions in Higher Learning Institutions." English Language Teaching 10, no. 10 (September 10, 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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Aman, Norhaida. "Teaching grammar: issues and challenges." JELTIM (Journal of English Language Teaching Innovation and Materials) 2, no. 1 (April 1, 2020): 1. http://dx.doi.org/10.26418/jeltim.v2i1.40032.
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The relationship between teachers’ beliefs and their instructional practices has attracted educational researchers’ attention. The literature on teachers’ beliefs and classroom practices suggests that a sound understanding of those beliefs is extremely helpful in developing and implementing useful programs and effective in-service training. This study explores the complex relationship between the beliefs and practices of teachers from primary schools in Singapore, specifically looking at how instructional strategies are reflections of teacher beliefs on grammar instruction.Overall, the teachers who participated in this survey unanimously agree that grammar is important and has to be taught in primary school. They believe that grammar consists of rules of sentence formation, and the use of accurate tenses, and that grammar should focus on both form and meaning. Explicit discussion of grammatical rules in the classroom is thought to be extremely important in helping students acquire the English language and develop their writing skills.In terms of their classroom practices, the data suggests a more traditional approach of explicit teaching of grammar where rules and sentence structures are first taught to students and brought to their attention.
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Brandel, Noa. "The positive effect of explicit positive evidence." Instructed Second Language Acquisition 2, no. 2 (October 9, 2018): 215–41. http://dx.doi.org/10.1558/35105.
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The study investigates questions central to the field of second language (L2) acquisition and instruction: Does the first language (L1) influence the L2 grammar? Can wrong patterns be restructured? Is Universal Grammar accessible during L2 acquisition? And can L2 acquisition, rather than learning (in Krashen’s sense), be triggered by explicit positive evidence (EPE), combining input flood with explicit emphasis upon target forms? Three properties associated with the Null Subject Parameter were inspected in two sixth-grade groups (L1-Hebrew, L2-English): thematic subject omission, expletive subject omission, and post-verbal subjects. During teaching, both groups were exposed to input flood of expletive subjects, but only in one group were expletives explicitly emphasized (EPE). A Hebrew-toEnglish translation-choice task tested the abovementioned properties pre-teaching, immediately post-teaching, and four months post-teaching. Shortly after teaching, the group which was explicitly taught improved significantly in rejecting ungrammatical null expletives and post-verbal subjects, but not null thematic subjects, thus indicating (partial) clustering. However, the improvement attained was not fully preserved four months later. The results show that shortterm exposure to EPE concerning a single property can apparently trigger change in another property, suggesting that learned knowledge can affect L2 competence, and that Universal Grammar plays a role in L2 acquisition.
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Moeen, Ali Akbar, Daryoush Nejadansari, and Azizolla Dabaghi. "The impact of implicit vs explicit grammar teaching through scaffolding on Iranian learners’ speaking achievement; focusing on fluency, accuracy, and complexity." Journal of Applied Research in Higher Education 11, no. 4 (October 14, 2019): 800–813. http://dx.doi.org/10.1108/jarhe-01-2019-0021.
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Purpose The purpose of this paper is to investigate the impact of teaching grammar through implicit and explicit approach by applying scaffolding technique on learners’ speaking abilities including: accuracy, fluency and complexity. Design/methodology/approach To this end, 90 BA students of architecture in Yazd Azad University were selected and homogenized through Oxford Placement Test. They were assigned to three groups each including 30 participants, and took an IELTS speaking as pre-test to ensure that they had the same speaking ability prior to the begging of the experiment. In the course of the study, the first experimental group (EG1) received implicit instruction through scaffolding, and the second experimental group (EG2) was taught through explicit instruction. In contrast, control group did not receive any kind of grammar teaching. After the completion of the treatment, all groups took speaking post-test. Findings The results of the study showed that while both explicit and implicit teaching of grammar through scaffolding had a significant impact on learners’ speaking fluency, implicit teaching in comparison with explicit teaching was more significantly effective on learners’ speaking fluency. Similarly, both implicit and explicit teaching of grammar through scaffolding had significant impact on learners’ speaking accuracy and complexity, but explicit teaching compared to implicit teaching was more significantly effective. Practical implications The results of the study are mainly beneficial to teachers in the way that they can teach grammar in a more efficient way, and consequently improve learners’ speaking. In addition, curriculum developers and second language learners will benefit from the results of this research. Originality/value There has always been a controversy over an effective way to teach speaking skill in EFL classes over the last decades. In this regard, one of the most controversial approaches to teaching speaking arose from the dichotomy of teaching grammar through implicit or explicit teaching of rules. This paper has originality in that it delves into this controversial issue at length and in details.
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Castro, Catarina. "TEACHING GRAMMAR THROUGH TASK-BASED LANGUAGE TEACHING." Diacrítica 32, no. 2 (July 2, 2019): 18. http://dx.doi.org/10.21814/diacritica.434.
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Although it is not a central aspect, grammar teaching - that is, the use of specific tasks and/or other types of strategies to draw students’ attention to certain linguistic aspects while maintaining a predominant focus on meaning – plays an important role in Task-Based Language Teaching (TBLT), so it is incorrect to claim otherwise. However, it is also true that TBLT avoids explicit teaching of predetermined linguistic items, as in more traditional methods, since it is not considered compatible with the process of second language acquisition, in light of current evidence. Based on the concept of focus on form, the present article aims to exemplify how TBLT can integrate grammar and promote the attention of students of Portuguese as a Foreign Language to structures and linguistic aspects, by using focused tasks and methodological strategies.
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Male, Hendrikus. "Students’ View on Grammar Teaching." JET (Journal of English Teaching) 1, no. 1 (February 1, 2011): 57. http://dx.doi.org/10.33541/jet.v1i1.52.
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The focal point of this paper is on the view of the fifth semester students of FKIP UKI on the teaching of English grammar which was gauged through a study conducted in November 2010. The findings of the study, obtained via quantitative and qualitative approaches, revealed that a majority of the respondents basically viewed grammar is important in their study of English. They also viewed knowledge of grammar plays an important role in writing, but has no significant role in speaking. In addition, the respondents seemed to prefer explicit than implicit teaching in their trial to master English grammar. The paper concludes by suggesting the need to explore new approaches to the teaching of grammar to enhance students’ autonomy in learning grammar.
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Guci, Rizki Indra, and Nur Arifah Drajati. "Implicit Teaching Strategies on Grammar Instruction: Students’ Prevailing Stance." AKSARA: Jurnal Bahasa dan Sastra 20, no. 2 (October 30, 2019): 109–24. http://dx.doi.org/10.23960/aksara/v20i2.pp109-124.
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Grammar teaching in foreign language education has been maintained by most theories as one thing playing a significant role in facilitating the process of learning to read, write, speak, and understand a foreign language. However, scholars label that role as controversial both in the research of second language acquisition (SLA) and language pedagogy. Thus, such condition results in a potential cause of confusion to teachers and students, then leads the researchers to a thoughtful theoretical debate on the topic of the way grammar should be taught: explicitly or implicitly. The aim of the present case study was to gain an insight into the prevailing stance of Indonesian English students on grammar teaching enrolled in a senior high school. To this end, a questionnaire as well as interview sessions were developed and validated based on one construct pair from SLA literature: explicit versus implicit instruction. The findings, in general, showed that the students were found to prefer implicit over explicit instruction. Nonetheless, the stance somewhat changed depending on the proficiency level of students. As an implication, this study supported Indonesian English students to maintain their stance on implicit teaching strategies on grammar instruction, regarding the help they can get in the process of natural acquisition of language.
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McArthur, Tom. "Singapore, grammar, and the teaching of ‘internationally acceptable English’." English Today 20, no. 4 (September 24, 2004): 13–19. http://dx.doi.org/10.1017/s0266078404004031.
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A consideration of the place of, and options for, explicitly teaching grammar to learners of English as an international language. A development of the opening address given at a conference on the teaching of grammar at the Regional Language Centre (RELC) in Singapore in November 2003. The key issue of the conference was whether the English-language skills of Singaporean school leavers would be improved through a revival of explicit and formal grammar teaching in the Lion City's 21st-century classrooms. The paper addresses this issue in both current and historical terms, going back indeed, at the end, to the beginnings of Western-style grammar teaching among the Greeks. While doing this, however, it also considers the nature and role of what the Singaporean government takes to be the proper target for its future citizens: speaking and writing an internationally acceptable English.
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Jungim Woo. "Teaching of writing through context-based explicit grammar instruction." English Language Teaching 19, no. 4 (December 2007): 105–5. http://dx.doi.org/10.17936/pkelt.2007.19.4.005.
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ADAMSON, R. "MODERN LANGUAGE TEACHING AND GRAMMAR: AN EXPLICIT RELATIONSHIP?1." Forum for Modern Language Studies XXXIV, no. 2 (April 1, 1998): 170–83. http://dx.doi.org/10.1093/fmls/xxxiv.2.170.
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Ibrahim, Mohammed. "TEACHING GRAMMAR IN SECONDARY SCHOOL: ALTERNATIVE TO DEFINITION APPROACH." Sokoto Educational Review 13, no. 2 (December 15, 2012): 43–55. http://dx.doi.org/10.35386/ser.v13i2.185.
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This paper examines the teaching of grammar in relation to Nigerian classroom. The paper examines the controversy of whether or not to teach grammar to students learning a second language pointing out the arguments advanced by those in favour and against it. Two approaches to the teaching of grammar - explicit and implicit - were equally discussed highlighting arguments for and against each. The paper finally gives support to an integrative approach to grammar teaching and recommends the same for use in teaching grammatical structures in Nigerian schools.
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Yannuar, Nurenzia. "Teachers’ Perception of Grammar: Isolated or Integrated?" Journal Polingua : Scientific Journal of Linguistics, Literature and Education 2, no. 1 (June 6, 2018): 32–37. http://dx.doi.org/10.30630/polingua.v2i1.55.
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Explicit teaching of grammar, despite being the most popular in Asia, is not the only key to the mastery of English. There are different successful approaches to the teaching of grammar, which might be interesting to explore. Aside from the famous traditional grammar teaching, there are others such as communicate approach to grammar teaching, isolated and integrated approach, as well combination of both isolated and integrated grammar teaching. The current study is interested in exploring the different views on grammar teaching as well as understanding how English teachers perceive grammar teaching itself.The result of the recent study has been able to give insights that grammar is still considered important by a group of people that has been trained in a specific course of grammar teaching (pedagogical grammar class). Recognizing the standpoint of a group of people who will be assigned the role of teachers is important, because it suggests how grammar will be taught in future language classrooms.
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Aarts, Bas, Dan Clayton, and Sean Wallis. "Bridging the Grammar Gap: teaching English grammar to the iPhone generation." English Today 28, no. 1 (March 2012): 3–8. http://dx.doi.org/10.1017/s0266078411000599.
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For second language learners, the value of the explicit teaching of English grammar has never been questioned. However, in recent times there has been dissent about whether or not to teach English grammar to native speakers. From the late 1960s onwards English grammar teaching in the United Kingdom largely disappeared from the curriculum, and was replaced by teachers focusing on students learning to express themselves. This was in the main not a bad thing, because it made students active participants in their own learning, and they were expected to think critically and express themselves well. The teaching of grammar, with its emphasis on rules, drilling and learning by rote, was seen as conformist, dull and unnecessary, and this view seemed to be confirmed by research into the effectiveness of grammar teaching.
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Onalan, Okan. "Non-Native English Teachers’ Beliefs on Grammar Instruction." English Language Teaching 11, no. 5 (April 3, 2018): 1. http://dx.doi.org/10.5539/elt.v11n5p1.
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Research on teacher cognition, which mainly focuses on identifying what teachers think, know and believe, is essential to understanding teachers’ cognitive framework as it relates to the instructional choices they make. The aim of this study is to find out the beliefs of non-native speaker teachers of English on grammar instruction and to explain how those reported beliefs are influenced by particular demographic factors. 75 non-native speaker teachers of English participated in the study. Data was collected by a 5-Likert type questionnaire with 15 items that addressed a range of key issues in grammar instruction, particularly direct (explicit) or indirect (integrated) grammar instruction. The study has provided a number of valuable insights, particularly in relation to teachers’ beliefs about grammar instruction. The representation of grammar instruction that arises from participant teachers’ responses in this study is one characterized by systematic explicit grammar teaching with regular opportunities for grammar practice, not in isolation but in relation to skills-oriented work. Moreover, teachers with higher English proficiency levels and higher degrees (master’s/doctorate) showed stronger belief towards teaching grammar indirectly. Teachers of adult learners showed a higher tendency towards direct grammar teaching. Non-native speaker teachers preferred to use more indirect grammar instruction as they progressed academically and proficiency-wise, but they implemented more direct grammar teaching as the ages and level of their students increased.
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Ozdemir, Selin, and Fatih Yavuz. "The role of consciousness and sub-consciousness in teaching of grammar in ELT." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 1 (May 8, 2018): 115–20. http://dx.doi.org/10.18844/prosoc.v5i1.3392.
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Teaching grammar has been regarded as one of the most crucial issues in the field of language. It gains its importance since it helps learners attain high level of accuracy and proficiency in language learning processes. During these processes, the way of teaching grammar differs under some certain circumstances and is divided into some sub-categories such as conscious grammar teaching and subconscious grammar teaching. In this study, a literature review of issues on the role of consciousness and sub-consciousness in teaching of grammar has been widely discussed since there are numerous views, claims and approaches related to choosing one of them as an ideal way to teach grammar. Both of them have a significant impact on the knowledge of grammar .The study revealed that neither conscious grammar teaching which lays emphasis on the structures and rules of a language nor subconscious grammar teaching without attention to explicit knowledge of grammar should be neglected.
Keywords: Grammar teaching, consciousness, sub-consciousness, deductive, inductive.
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Teoh, Swee Ai. "Grammar Instruction For Grammatical Competence." International Journal of Modern Languages And Applied Linguistics 1, no. 1 (August 1, 2017): 43. http://dx.doi.org/10.24191/ijmal.v1i1.7622.
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This paper is based on a study which investigated the effectiveness of explicit grammar instruction. The instruction was set in the context of teaching students to writeliterature reviews. A pre-test and a post-test were carried out to ascertain whether there was improvement in the students’ command of verb tenses after a lesson where the students were given instruction on the different tenses that are used in literature reviews. The findings of this study lead to the conclusion that explicit grammar instruction is most effective for students who are least grammatically competent.
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Hidayat, Didin Nuruddin. "Exploring Inductive Grammar Teaching: English Teacher Perspectives." IJEE (Indonesian Journal of English Education) 4, no. 2 (December 18, 2017): 111–19. http://dx.doi.org/10.15408/ijee.v4i2.8538.
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ABSTRACT In the past few decades, the discussion of what grammatical structures to teach, and how to teach them remains controversial (Ellis, 2006). This research study aimed to explore the role of inductive grammar teaching toward specific grammatical structure, i.e. the second conditional or the unreal/hypothetical conditional. In light of this, ten English teachers were involved in this study, providing beneficial feedback through their experience in English language teaching. They were given two sessions of inductive grammar teaching, and were asked to provide feedback. The results showed that inductive grammmar teaching possessed its strengths and weaknesses. One strength would be from its ability in engaging more active participation from the students. However, a notable weaknessess was in terms of its lack of opportunities in explicit grammatical explanation. ABSTRAK Dalam beberapa dekade terakhir, diskusi tentang struktur tata bahasa apa yang perlu diajarkan, dan bagaimana mengajarkan struktur tata bahasa tersebut tetap menjadi isu yang kontroversial (Ellis, 2006). Penelitian ini bertujuan untuk mengeksplorasi peran pengajaran tata bahasa induktif terhadap struktur tata bahasa tertentu, yaitu the second conditional atau the unreal/hypothetical conditional. Untuk itu, sepuluh guru bahasa Inggris dilibatkan dalam penelitian ini, memberikan umpan balik yang bermanfaat melalui pengalaman mereka dalam bidang pengajaran bahasa Inggris. Mereka diberi dua sesi pengajaran tata bahasa induktif, dan diminta untuk memberikan umpan balik. Hasilnya menunjukkan bahwa pengajaran grammmar induktif memiliki kekuatan dan kelemahannya. Salah satu kekuatan berasal dari kemampuannya dalam melibatkan partisipasi yang lebih aktif dari para siswa. Namun, salah satu kelemahan yang menonjol adalah dalam hal kurangnya peluang dalam menjelaskan tata bahasa secara eksplisit. How to Cite: Hidayat, D.N. (2017). Exploring Inductive Grammar Teaching: English Teacher Perspectives. IJEE (Indonesian Journal of English Education), 4(2), 111-119. doi:10.15408/ijee.v4i2.8538.
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Manning, Patricia. "Exploratory teaching of grammar rules and CALL." ReCALL 8, no. 1 (May 1996): 24–30. http://dx.doi.org/10.1017/s0958344000003372.
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Manning argued that exploratory teaching is well suited to learning with computers, as it increases the learners' autonomy and motivation. The main thrust of this paper is to evaluate the merits of exploratory teaching of grammatical rules as opposed to the more traditional explicit or implicit approaches. It provides a brief description of tests carried out on a group of learners of French in the UK, working on gender agreement rules, using a specifically designed CALL program and presents and analyses the results of the testing, which favour the Exploratory approach.
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Ó Duibhir, Pádraig, Aisling Ní Dhiorbháin, and Jude Cosgrove. "An inductive approach to grammar teaching in Grade 5 & 6 Irish immersion classes." Journal of Immersion and Content-Based Language Education 4, no. 1 (March 3, 2016): 33–58. http://dx.doi.org/10.1075/jicb.4.1.02dui.
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This article describes quantitative findings from a mixed-methods exploratory study of the effectiveness of an explicit-inductive approach to grammar teaching in improving the linguistic accuracy of Grade 5 and 6 (n=274) students in 12 Irish immersion classes. A series of form-focused materials were designed to explicitly draw learners’ attention to the use of the genitive case in Irish over a four-week period. Students engaged in collaborative meta-talk when uncovering rule-based knowledge and they recorded explicit grammatical knowledge in a reflective language-learning journal. Results from a pre-test, post-test, delayed post-test design showed a highly statistically significant increase in the mean achievement of pupils from pre- to post-test, with a levelling off at delayed post-test. Interestingly, students’ increases in achievement were not dependent on initial student competency. This study points to the potential effectiveness of a social-constructivist explicit-inductive approach to improve the linguistic accuracy of students in immersion programmes.
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Koceva, Vesna. "TYPES OF EXPLICIT AND IMPLICIT GRAMMAR INSTRUCTION." Knowledge International Journal 34, no. 6 (October 4, 2019): 1645–50. http://dx.doi.org/10.35120/kij34061645k.
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This paper briefly presents a theoretical research conducted by revising an extensive relevant literature on this problematics, by separating, in our opinion, the most important definitions connected with explicit and implicit grammar instruction. The introduction gives a brief explanation of the difference between the implicit and explicit knowledge and learning. The paper further establishes the main differences between the implicit and explicit instruction by citing the positions of Ellis, Housen and Pierrard. A distinction is made between the indirect assistance or intervention i.e. indirect instruction which, in essence, is implicit as well as some implicit instruction. The paper continues with a discussion of Batstone's stance, who believes that the explicit and implicit instructions can only be defined in relation with the teacher or the creator of the teaching material, while the implicit and explicit learning refer to the student and there is no necessary relation between the two pairs of terms. The paper briefly mentions the claims of Norris and Ortega, Doughty and Robinson. The discussion continues with explanation of the types of explicit and implicit instruction, defining the terms reactive, proactive, direct, indirect, deductive, inductive, intensive and extensive grammar instruction. In the end, the paper briefly summarises the main definitions regarding explicit and implicit grammar instruction.
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Aslamiah, Suaibatul. "READING GENRE IN TEACHING AND LEARNING ENGLISH." Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 15, no. 1 (February 3, 2021): 39. http://dx.doi.org/10.35931/aq.v15i1.462.
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Genre is a type or a kind of reading text commonly found in writing. Reading text is one of the four skills that students must master in English. The various types of the text that students learn can help them to improve their skill. Such as narrative, recount, descriptive text and so on. A part from that, the teacher must be able to choose and analyze the right text so that can help the students develop reading and writing skills. The stages in analyzing text are as follows: register analysis, grammatical rhetorical analysis, interactional analysis and genre analysis. The approach used to teach the genre is an approach emphasizing understanding the text production such as grammar, objectives and language features. The characteristic in the genre based approach are language learning as social activity, explicit teaching and apprenticeship teaching. The pedagogical approaches to teach genre are multiple pedagogical approaches to genre, implicit genre pedagogies, explicit genre pedagogies, and interactive genre pedagogies. Besides that, we can use implicit and explicit method approaches in developing genres. Moreover, the benefits from reading genre analysis are the students can understand the content of the text as a whole, both in term of grammar, factions and so on.
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Lumaela, Ernita, and Stella Rose Que. "USING OF EXPLICIT INSTRUCTION METHOD IN IMPROVING STUDENTS’ GRAMMAR ABILITY IN SIMPLE PRESENT TENSE AT CLASS X3 OF SMA NEGERI 4 LEIHITU." JURNAL TAHURI 18, no. 1 (February 5, 2021): 13–32. http://dx.doi.org/10.30598/tahurivol18issue1page13-32.
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Based on the preliminary study, almost students usually have some problems in finding out the verb form of simple present tense. There are omissions of be, and suffix -s/-es. It shows that students’ grammar ability is low in simple present tense. The research questions are how can explicit instruction method improve students’ grammar ability in simple present tense? And what are students’ responses about using explicit instruction method during teaching learning process? Its significant are for students, they have grammar ability in using simple present tense well. And they are accustomed to use the correct verb of simple present tense. Then, for teacher, is to provide the better method for teaching grammar. And the Explicit Instruction method helps the teacher to variety his or her instruction of teaching grammar. Type of this research is classroom action research by using Explicit Instruction method. It is conducted at SMA Negeri 4 Leihitu in Seith village of Central Maluku. The subject is the first grade of class X3 with the total number 20 students. The research has been done in three cycles consisted of three times of meeting in each cycle during four weeks. And every last meeting of each cycle, researcher conducted a test to measure students’ improvement. And the pre- test of students’ result show the mean 29,5 at the poor level. Then, in the first cycle, the students’ mean add 52,9 at the poor level. And the second cycle, the students’ mean increase 65 which show at the average level. And the last cycle, students’ mean improve highly 78 which shows at the good level. Finally, students show the good progress. They have been able to use the simple present tense of auxiliary verbs in sentences, determine the correct verbs of the subject-verb-agreement and transform the verb of the third singular person well
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Gutowska, Urszula. "Formulacity in ESP Teaching: A Case of Doing a Balancing Act Between Form and Meaning." Studies in Logic, Grammar and Rhetoric 49, no. 1 (March 1, 2017): 89–108. http://dx.doi.org/10.1515/slgr-2017-0006.
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Abstract Grammar teaching has never belonged to mainstream ESP teaching/ learning practices. However, this apparent lack of concern with grammar in ESP materials runs counter to both subjective and objective needs of ESP learners. The first part of the paper presents students′ views on deficiencies of coursebooks for teaching English for Medical Purposes (EMP) as well as author’s reflective thinking on the needs of medical undergraduates of vocational schools in Poland. It is suggested that some of the deficiencies of the materials might be remedied and the students′ needs better taken care of if explicit teaching of formulaic language is introduced into ESP classroom environment. It is hypothesized that explicit teaching of formulaic language may stimulate grammar development in the long term and foster communicative competence of ESP learners in the short term. Therefore, the second part of the paper proposes pedagogically relavant classification of medical formulaic sequences motivated by the lexicogrammatical features of Medical English. The third part of the paper shows in what way the proposed classification of formulaic sequences might help teachers of medical English design tasks that are conducive to the development of formulaic competence of students of English for Medical Purposes.
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Muis Muhyidin, Abdul. "IMPLEMENTING DATA-DRIVEN LEARNING INTO ENGLISH GRAMMAR PEDAGOGY: A BASIC INTERPRETATIVE STUDY IN A VOCATIONAL CLASSROOM IN KARAWANG." Jurnal Guru Dikmen dan Diksus 2, no. 1 (July 23, 2020): 25–30. http://dx.doi.org/10.47239/jgdd.v2i1.42.
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This study described an implementation of data driven learning in teaching English grammar. To answer of research questions, this study used a qualitative approach with basic interpretative study. The study was conducted in one of vocational high schools in Karawang, involving one English teacher and six students as research subject. To investigate to what extent English teacher applied data-driven learning in teaching English grammar, this study collected data from classroom observation, interviews and studying documents. The results showed that the data driven learning was implemented in teaching grammar through four stages of teaching procedures, including pattern formation through exploring BNC data, explicit explanation from teacher to conform or to correct students’ findings, follow-up exercises through homework, then classroom production and teacher’s feedback on it.
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Gardaoui, Nasser, and Bouhadiba Farouk. "The Effects of Two Grammar Teaching Options on Learning Complex Grammatical Structures." SMART MOVES JOURNAL IJELLH 3, no. 1 (May 17, 2017): 1. http://dx.doi.org/10.24113/ijellh.v3i1.325.
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Abstract This study compared the relative effectiveness of two instructional options -explicit instruction (EI) in conjunction with input enhancement (IE) vs. IE alone- on students’ learning of tense and grammatical aspect in the Algerian EFL situation. The treatment conditions were implemented with thirty-eight young adult EFL learners in two intact classes at the university level. The first group received instruction through input enhancement only, while the second group was exposed to explicit instruction prior to input enhancement. All participants had to participate in a pretest and a posttest. The tests consisted of three tasks: (1) a grammaticality judgment task and (2) a written gap-filling task, and (3) a picture description task. The results ‘descriptive results indicated that the EI + IE group outperformed the IE group while the statistical analysis (Anova) revealed that the instructional effect did not amount to statistically significant learning gains. These limited findings imply that, pedagogically, combining implicit and explicit instructional treatments is a better choice for teachers than focussing on implicit and less intrusive techniques in grammar classes.
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Potgieter, Anneke P., and Simone Conradie. "Explicit grammar teaching in EAL classrooms: Suggestions from isiXhosa speakers’ L2 data." Southern African Linguistics and Applied Language Studies 31, no. 1 (March 2013): 111–27. http://dx.doi.org/10.2989/16073614.2013.793956.
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Murniati, Cecilia Titiek, and Angelika Riyandari. "THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA." Celt: A Journal of Culture, English Language Teaching & Literature 16, no. 1 (July 20, 2016): 133. http://dx.doi.org/10.24167/celt.v16i1.566.
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Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.
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Vakili, Pouya, and Reda Mohammed. "“Grammar Scares Me”: An Exploration of American Students’ Perceptions of Grammar Learning." International Journal of Linguistics, Literature and Translation 3, no. 12 (December 30, 2020): 124–35. http://dx.doi.org/10.32996/ijllt.2020.3.12.16.
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Grammar instruction in SLA contexts has received much scholarly attention ranging from competence levels, teaching methods, learners’ and teachers’ attitudes and perceptions, cross-linguistic transfer, among others. However, research that focuses on American students’ perceptions regarding learning grammar, especially those enrolled in teacher training programs, is still limited. While it is argued that first language learners/users (L1) have the authority of the grammar of their language, it is still important to examine how their antecedent knowledge -naturalistic and/or instructional- of grammar influence their current perceptions and future teaching of grammar. These meanings may leave students with some ambivalent and, at times, misinformed views about grammar. Therefore, in this paper, we report on American students’ perceptions of grammar learning and the extent to which these perceptions are (dis)associated with their grammar performance. Twenty-three American students enrolled in a grammar class in a Midwestern university were given a pre-and post-test divided into three sections, two of which report on their perceptions and one section covers their grammar knowledge. The results of the pre-test suggest that most participants perceived grammar learning as unimportant or irrelevant and such findings correlate with their low performance on the grammar section of the test. However, such perception has been reversed in their post-test responses as they performed higher in the grammar section. The findings suggest that understanding students’ perceptions and using explicit grammar teaching is beneficial in building their scientific knowledge of the world, enhancing their analytic skills, and reducing their fear of grammar.
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McCormack-Colbert, Anna, Jean Ware, and Susan Wyn Jones. "Developing writing skills of learners with persistent literacy difficulties through explicit grammar teaching." Support for Learning 33, no. 2 (May 2018): 165–89. http://dx.doi.org/10.1111/1467-9604.12200.
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Yin, Xueke. "How Effective are Recasts in Providing Corrective Feedback? - An Analysis of Recent Perspectives." International Journal of Applied Linguistics and English Literature 10, no. 1 (January 31, 2021): 33. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.1p.33.
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Inspired by the previous recast literature, this paper aims to investigate whether more explicit recasts are more effective than implicit recasts in second language grammar teaching and learning. Four empirical studies (two classroom-based and two laboratory-based) on implicit and explicit recasts were reviewed. In the two classroom-based studies, recasts were coded as explicit or implicit according to their length, intonation, number of changes, type of change, prosodic emphasis, etc. The effectiveness of recasts was measured by learners’ successful uptake rate and test scores. Conclusion drawn from these two studies is that more explicit recasts (e.g., short, declarative, reduced, one-change) tend to be more effective than implicit recasts in facilitating second language learning. In the two laboratory-based studies, recasts were divided as explicit or implicit mainly according to their intonation and the number of recast moves. Testing instruments included a spontaneous production test, an oral imitation test, and an untimed grammatically judgement test in one study; and an immediate and delayed error identification and correction tasks in the other study. Test scores and error correction rate were collected to measure the effectiveness of different recasts. Results suggest that, in laboratory settings, more explicit recasts might be more effective than implicit recasts or as effective as implicit recasts in grammar teaching and learning.
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Al Balushi, Khadija. "The Relationship between TESOL Teachers’ Attitudes towards Grammar Teaching and their Grammatical Knowledge." Advances in Language and Literary Studies 10, no. 3 (June 30, 2019): 42. http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.42.
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Grammar teaching continues to be a controversy matter in the field of teaching and teacher Education. It is generally agreed that attention to grammatical form is necessary and useful, but many issues related to teaching grammar still needs further research (Barnard & Scampton, 2008:59). This study investigated the relationship between Omani TESOL (teaching English to speakers’ of other languages) teachers’ attitudes towards grammar teaching and their grammatical knowledge. A questionnaire was used to collect data from 40 respondents teaching English in Omani schools. The findings showed that there was a positive correlation between teachers’ attitudes towards grammar teaching and their grammatical knowledge. However, there were no effect of gender on teachers’ grammatical knowledge and no effect of teaching experiences on attitude towards grammar teaching. The findings indicated that the final model of standard multiple regression showed that teachers attitudes towards grammar, gender, experience, age and the educational phase they teach in did not make a statistically significant unique contribution to the prediction of their grammatical knowledge. Such findings suggest directions for further studies in investigating the influence of language teachers’ attitudes/knowledge on their classroom practices.INTRODUCTIONIn recent years, grammar teaching has regained its rightful place in language curricula. Language teaching professionals are now of the belief that grammar cannot be ignored, and that without a good grammatical knowledge, learners’ language development can be severely constrained (Baleghizadeh & Farshchi, 2009). Grammar teaching and learning has attracted significant research attention. For example, many studies examined teachers’ explicit or declarative knowledge about grammar (e.g. Shuib, 2009; Andrews, 1994; Bloor, 1986). These studies showed that learners and teachers had encountered inadequate levels of grammatical knowledge. Other studies focussed on L2 and FL teachers’ beliefs about teaching grammar (Baleghizadeh & Farshchi, 2009; Borg& Burns, 2008). Borg and Burn’s (2008) study indicated that teachers expressed very strong beliefs in the need to avoid teaching grammar in isolation and reported high levels of integrating grammar in their practices. Baleghizadeh and Farshchi’s (2009) study revealed that teachers’ beliefs could be traced back to their long experience of teaching textbooks that heavily draw on deductive approaches to teaching grammar. Yet, we have to fully understand whether teachers’ attitudes towards grammar teaching have an influence on their grammatical knowledge. This is important because teachers’ attitudes/beliefs play a major role in influencing what they do in the classroom (Borg, 2006; Borg, 2003). Moreover, Shulman (1987) stressed that in order to teach grammar appropriately teachers need both grammatical knowledge and the skills “pedagogical content knowledge”. Thus, the current study focused on in-service TESOL teachers’ attitudes towards grammar teaching, and their grammatical knowledge to see if there is a correlation between the two and whether other background differences affect their knowledge of and attitudes towards grammar. This might help teacher educators to see the relationship as well as the impact of
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Mndawe, Isaac. "A step-by-step integration of isiZulu mood as a grammatical feature into secondary school level creative writing." Journal for Language Teaching 54, no. 1 (March 4, 2021): 215–33. http://dx.doi.org/10.4314/jlt.v54i1.6.
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This article proposes how to infuse grammatical features, isiZulu moods in particular, into the creative writing processes at Senior and Further Education and Training (SP and FET) Phases. IsiZulu moods are grammatical features that are underused by teachers in the teaching of isiZulu creative writing. This study would help isiZulu teachers to acquire adequate language teaching skills and techniques, thus learning the proper application of grammatical feature. IsiZulu teachers would shift from teaching grammar as a standalone to communicative language teaching. The main method of investigation was the review of literature on the teaching of grammar, such as the works of Harry Noden, Image Grammar, isiZulu textbooks and methodology books used for language teaching. The Departmentof Education curriculum documents were analysed and discussed systematically. We have observed that the presentation of moods in most isiZulu of school textbooks is technical in that it focuses on their morphological structure and less on their semantic and syntacticstructures. The syllabus is not explicit why grammatical feature, such as mood, should be studied and how learners can apply the different moods in their creative writing activities. We argue that learning how to use isiZulu moods could improve learners’ quality of writing and enable them to write effective texts.
Keywords: Creative writing; writing skills; isiZulu grammar; sentences; moods
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Pawlak, Mirosław. "Grammar Learning Strategies and Language Attainment: Seeking a Relationship." Research in Language 7 (December 23, 2009): 43–60. http://dx.doi.org/10.2478/v10015-009-0004-7.
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Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their performance in a practical grammar course and the end-of-the-year examination. Information about GLS use was obtained by means of a tool that was designed on the basis of a theoretical scheme proposed by Oxford, Rang Lee and Park (2007) in which GLS are divided into three categories depending on whether they represent implicit learning with focus on form, explicit inductive learning and explicit deductive learning. The analysis failed to find a strong positive relationship between the use of GLS and achievement, irrespective of the level of the BA program, or statistically significant differences in this respect between lower-level and higher-level participants. The highest, albeit very weak, correlation was identified between the use of GLS associated with explicit deductive learning and grammar course grades, which testifies to the traditional nature of instruction the subjects receive. The findings serve as a basis for putting forward a handful of recommendations for learning, teaching and testing grammar as well as directions for future studies into grammar learning strategies.
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Zanjan, Faranak Rostamloofard. "The Impact of Teachers’ Aural Input Enhancement vs. Textual Enhancement in Learners’ Awareness of Ungrammatical Forms." International Journal of English Linguistics 7, no. 5 (July 27, 2017): 190. http://dx.doi.org/10.5539/ijel.v7n5p190.
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Explicit teaching of grammar for the first time became prevalent in Grammar Translation Method. This method was mainly used for teaching the classical languages of Greek and Latin. Attention plays a fundamental role in all areas of L2 learning. This research focused on raising learners’ awareness through input enhancement. It attempted to compare the effects of visual enhancement and aural enhancement on the learning of new grammar forms. The research question was whether there was any statistically significant difference between visual and aural enhancement on the learning of new grammar points. To answer this research question, the researcher selected sixty learners from a language institute. Having been homogenized, each intact group which included thirty learners received the treatment. One group was taught through visual enhancement and another through aural input enhancement. The data collected through tests was analyzed through an independent t-test. The result indicated that visual enhancement was more useful than an aural enhancement.
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Hunston, Susan, and Hang Su. "Patterns, Constructions, and Local Grammar: A Case Study of ‘Evaluation’." Applied Linguistics 40, no. 4 (December 28, 2017): 567–93. http://dx.doi.org/10.1093/applin/amx046.
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Abstract This article takes as its starting point the analysis of adjective complementation patterns and sets this in the context of other studies of phraseology, especially Construction Grammar. The article proposes that a large number of meaning–pattern combinations can be identified as constructions. This endeavour assists and is assisted by the derivation of a local grammar of evaluation. The grammar is made explicit in 22 ‘Analyses’, grouped into five main categories. It includes discussion around the process of mapping meaning on to pattern, the consideration of borderline cases, and the debate around naming of elements. This contributes to a comparison of different approaches to phraseology, and in particular to the place of Construction Grammar in relation to more output-oriented approaches. Suggestions for the application of this approach to language teaching are offered.
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Larsen-Freeman, Diane. "Pedagogical Descriptions of Language: Grammar." Annual Review of Applied Linguistics 10 (March 1989): 187–95. http://dx.doi.org/10.1017/s026719050000129x.
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For hundreds of years, language educators have alternated between favoring language teaching approaches which focus on language form and those which emphasize language use or which focus on the message (Celce-Murcia 1979). For the greater part of this past decade, it has been the latter which have been fashionable. As a consequence, language teachers have been discouraged from teaching grammar. In fact, during the 1980s explicit grammer instruction has even been proscribed by certain methodologists (Krashen 1982; 1985, Krashen and Terrell 1983, Prabhu 1987). Although this position has been repeatedly assailed (Higgs and Clifford 1982, Long 1983; 1988, Harley and Swain 1984, Pienemann 1984), the proscribers persist. Only as recently as June 1988, Van Patten concluded that “…research evidence to date does not suggest that a focus on form is either necessary or beneficial to early stage learners’ (1988:243). Undeniable is the fact that research has pointed to a difference in learner performance (e.g., type of errors made) depending on whether there is a focus on form or not (Pica 1983, Spada 1987); still to be resolved, and surely an issue which will motivate much research in the next decade, is the extent to which a focus on form versus on a focus on message affects the rate of target language attainment. Such research will hopefully be conducted in a way which disambiguates “focus on form” (Larsen-Freeman and Long 1988, Beretta 1989).
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Teixeira, Joana. "Efeitos do ensino explícito da gramática no desenvolvimento de diferentes tipos de propriedades em L2." Revista da Associação Portuguesa de Linguística, no. 7 (November 30, 2020): 328–49. http://dx.doi.org/10.26334/2183-9077/rapln7ano2020a20.
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The present study investigates the effects of explicit grammar teaching on the acquisition of a core syntactic property (the ungrammaticality of free inversion) and a syntax-discourse property (the unacceptability of locative inversion with informationally heavy verbs) by advanced and upper intermediate Portuguese learners of English. The study followed a pre-test/post-test design. Its results reveal that, at an upper intermediate level, explicit teaching did not have any effects on learners’ performance, regardless of the type of property. At an advanced level, in contrast, the teaching intervention resulted in gains in all cases. However, these gains were only maintained beyond the immediate teaching period when the target property was strictly syntactic. These findings indicate that the effectiveness of instruction depends on the stage of development at which learners are and on the type of target property. The pedagogical implications of the findings are discussed in detail.
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Liskinasih, Ayu. "CORRECTIVE FEEDBACKS INTERACTION IN CLT-ADOPTED CLASSROOMS." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 60. http://dx.doi.org/10.17509/ijal.v6i1.2662.
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<p>This case study aimed to examine corrective feedback (CF) pattern in the interactions of Indonesian EFL (English as Foreign Language) classrooms (a speaking and a grammar classrooms) which adopt CLT (Communicative Language Teaching). Two lecturers and twenty undergraduate English department students of an A-class university in Indonesia were involved as research participants. The findings revealed that the lecturers employed all types of CF to treat all types of errors. Explicit corrections were dominant in Speaking class as well as other explicit CF; whereas reformulations and prompt were equally distributed. Elicitation was dominant in Grammar class as well as other prompts; meanwhile, explicit and implicit CFs had similar proportion. The lecturers’ preferences were based on their beliefs on how their students learn foreign language and some factors such as the importance of CF to the instructional focus of the lesson, the possibility to generate student’s uptake, and also their empathetic values about students’ current language development. It was concluded that the provisions of CF in EFL classrooms reflect the application of CLT.</p>
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Pawlak, Mirosław, and Adriana Biedroń. "Verbal working memory as a predictor of explicit and implicit knowledge of English passive voice." Journal of Second Language Studies 2, no. 2 (October 8, 2019): 258–80. http://dx.doi.org/10.1075/jsls.19007.paw.
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Abstract While there is copious evidence concerning the effectiveness of different instructional options in teaching grammar (e.g., Nassaji, 2017; Pawlak, 2017), less is known about the extent to which the contribution of pedagogical intervention is mediated by individual factors. The same can be said about the product of instructed but also uninstructed second language acquisition, that is the knowledge of target language grammar. The paper attempts to shed light on one such variable, that is working memory, which has recently been an object of intensive empirical inquiry (e.g., Li, 2017; Wen, Biedroń, & Skehan, 2016). It reports the results of a study that investigated the role of verbal working memory in the development of explicit and implicit knowledge of the English passive voice. Participants were 156 Polish university students enrolled in a three-year BA program in English. The data on verbal working memory were collected by means of the Polish Listening Span Test (PLSPAN), developed by Zychowicz, Biedroń and Pawlak (2017). Explicit knowledge was tapped by means of an untimed grammatically judgment test, which focused on reception, and a traditional grammar test, which targeted production. Implicit knowledge was tapped through a timed grammaticality judgment test for reception and a focused communication task (Ellis, 2003) for production. Correlational analysis demonstrated that verbal working memory was a weak predictor of explicit productive and receptive knowledge but not implicit knowledge.
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Alanazi, Sami. "Explicit Language Teaching and Competence in Using the Past Tense in English Among Saudi EFL Learners." JOURNAL OF ADVANCES IN LINGUISTICS 8, no. 1 (October 21, 2017): 1247–50. http://dx.doi.org/10.24297/jal.v8i1.6341.
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It has been well-established in research that Saudi Arabian EFL students tend to find it difficult to understand English tenses. In particular, they struggle with conjugating verbs in the past tense. This research examines how explicit grammar teaching could help undergraduate level Saudi students overcome these difficulties. For the study, students were put into two different groups. These were the experimental group (group A) and the control group (group B). Group A students were given direct, specific teaching focused on learning the past-tense. Group B students were given more general teaching. At the end of the study, they were tested. The results of these tests demonstrate a definite short-term improvement in the ability of group A students, but later testing indicates that this improvement may have been short-lived.
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Macías, Diego Fernando. "An Exploration of a Three-Dimensional Grammar Framework in Foreign Language Teaching: The Case of the English Passive Voice." Lenguaje 38, no. 2 (December 30, 2010): 331–70. http://dx.doi.org/10.25100/lenguaje.v38i2.4922.
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This article explores the dimensions of form, meaning and use from the perspective of the English passive voice in two ELT coursebooks. It is claimed that each dimension is aimed to fulfill a specific function in language teaching. Thus, to overlook any of them would be to deprive learners of an important aspect of language and so render them ill-equipped to communicate in the target language. An analysis of two ELT coursebooks revealed that although one of themprovides explicit reference to form and to some extent meaning and use, the other moves progressively away from form and focuses more on meaning and use. It is concluded that analyses of the same kind with other grammar structures and other ELT coursebooks should be conducted to raise more awareness of the relevance of these three dimensions of grammar in language teaching.
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Hu, Ruyun. "Rich Feature Analysis as an Enabling Tool for Composition Teaching." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1241. http://dx.doi.org/10.17507/jltr.0806.29.
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Exploring the usage of language in light of its functions in specific pragmatic contexts, Systematic Functional Grammar (SFG) can be a promising tool for language teaching. Relying on this tool, teachers can promote learners’ linguistic awareness from the level of passive rule-following to that of explicit understanding, a level where they can see linguistic expression’s functional significance as explanation of their effectiveness. This paper is intended as a demonstration of such an explanatory procedure. Employing a SFG-based Rich Feature Analysis to examine students’ composition, it aims to show how we can efficiently and convincingly identify and explain some problematic constructions in their writing.
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한창훈, 윤상돈, and Im,Byung-Bin. "The Effect of L2 Grammar Teaching Incorporating Implicit L1 Knowledge on Explicit and Implicit L2 Knowledge." Journal of Studies in Language 29, no. 3 (November 2013): 593–613. http://dx.doi.org/10.18627/jslg.29.3.201311.593.
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Afsahi, Seyed Ehsan, and Ahmad Reza Lotfi. "The Effect of Explicit Instruction through Combined Input-Output Tasks on the Acquisition of Indirect Reported Speech in English." International Journal of English Linguistics 6, no. 7 (December 1, 2016): 59. http://dx.doi.org/10.5539/ijel.v6n7p59.
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<p>Grammar is being rehabilitated (e.g., Doughty & Williams 1998a) and recognized for what it has always been (Thornbury, 1997, 1998, cited in Burgess & Etherington, 2002): an essential, inescapable component of language use and language learning. Few would dispute nowadays that teaching and learning with a focus on form is valuable, if not indispensable. What perhaps is still the subject of debate is the degree of explicitness such teaching and learning should display. The ultimate goal of any instruction is to make L2 learning implicit, like L1 (due to ease of access and automaticity of it). The current study examines the effect of explicit instruction on the participants’ acquisition of explicit and implicit grammatical knowledge in the case of indirect reported speech. The descriptive-survey method was used in this research. The results revealed that this type of instruction fosters both short- and long-term acquisition of explicit grammatical knowledge. However, the study could not foster the acquisition of implicit knowledge.</p>
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H. Al-khresheh, Mohammad, and Suheyla Demirkol Orak. "The Place of Grammar Instruction in the 21st Century: Exploring Global Perspectives of English Teachers towards the Role of Teaching Grammar in EFL/ESL Classrooms." World Journal of English Language 11, no. 1 (March 10, 2021): 9. http://dx.doi.org/10.5430/wjel.v11n1p9.
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This study explores the perspectives held by English teachers around the world regarding the role of teaching grammar in EFL/ESL classrooms and whether the divergence in these perspectives is influenced by variables such as gender, country, seniority, or educational background of the participants. To accomplish these objectives, a comprehensive questionnaire survey from literature comprising 46 items was carried out on a group of 304 participants from 22 countries who were voluntarily involved in this study using the snowball sampling method. Descriptive statistical methods were deployed for accurate data analysis. The findings revealed that the participants had a positive and constructive attitude regarding the importance of grammar instruction and were in unanimous agreement that good grammatical skills enabled the faster acquisition of proficiency in the target language. The participants agreed that grammatical mistakes’ immediate correction was detrimental students’ self-confidence levels and considered unnecessary interruption. These views highly influenced teaching methods and classroom practices. An overwhelming majority preferred an inductive and explicit approach to grammar teaching. It was concluded that while statistical differences in age, gender, and educational background did not influence the participants’ perspectives, seniority and country of origin played a vital role in these beliefs. After due consideration of these findings, a comprehensive discussion of the pedagogical implications and recommendations has been presented in this study.
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Pawlak, Mirosław, and Anna Mystkowska-Wiertelak. "Teaching stylistic inversion to advanced learners of English: Interaction of input manipulation and individual difference variables." International Review of Applied Linguistics in Language Teaching 57, no. 4 (November 26, 2019): 497–526. http://dx.doi.org/10.1515/iral-2017-0032.
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Abstract While a lot of research has been conducted into the effects of different instructional techniques, little is known about how their contribution is moderated by individual (ID) difference variables. The study aimed to fill this gap by investigating the effect of three different types of input-based intervention as a function of the use of grammar learning strategies and beliefs about grammar instruction. The experimental groups received instruction in the use of stylistic inversion in English during three 45-minute segments of regularly-scheduled classes, which took the form of three types on input enhancement, i. e. visual input enhancement, aural input enhancement, and a combination of the two, whereas the control group focused on regular curricular issues. The mastery of the target features was tested on a pretest, an immediate posttest and a delayed posttest which were intended to tap both receptive and productive dimensions of explicit and implicit knowledge. The use of strategies and beliefs was measured by means of the instruments designed by one of the authors. The analysis demonstrated that although all experimental groups outperformed the control group, there were in most cases no statistically significant differences. It also turned out that grammar learning strategies and beliefs were important moderating variables, although their impact could not be fully established.
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Angelovska, Tanja. "Beyond instructed L2 grammar acquisition: Theoretical insights and pedagogical considerations about the role of prior language knowledge." Studies in Second Language Learning and Teaching 7, no. 3 (September 15, 2017): 397–417. http://dx.doi.org/10.14746/ssllt.2017.7.3.3.
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The prior language knowledge of learners for whom the target language is not the first foreign language poses a different starting learning situation that should merit pedagogical attention. The present paper seeks to contribute to the question of which pedagogical considerations can be made in regard to the role of prior language knowledge beyond instructed L2 grammar acquisition. Moreover, it fills a significant gap expanding the limited existing pedagogical options that instructors have at their disposal when it comes to teaching in classrooms where one foreign language is simultaneously chronologically first to some and second to others. Starting with (combinations of) existing theoretical accounts and associated pedagogical aspects (such as explicit information, negative evidence, metalinguistic explanations, grammar consciousness raising, and input enhancement), a recently developed method (Hahn & Angelovska, 2017) is discussed. The method acknowledges equally the three phases of input, practice and output and is applicable in instructed L2 grammar acquisition and beyond.
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KHAN, KIREN, KEITH NELSON, and ELISABETH WHYTE. "Children choose their own stories: the impact of choice on children's learning of new narrative skills." Journal of Child Language 41, no. 4 (June 3, 2013): 949–62. http://dx.doi.org/10.1017/s0305000913000160.
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ABSTRACTDespite evidence that early narrative abilities are predictive of literacy skills and academic achievement, only limited progress has been made in understanding how the development of these narrative skills can be facilitated. The current study measured the effectiveness of a new narrative intervention conducted with 26 preschoolers. Children were assigned to one of two intervention conditions: an active-choice condition (able to choose story components) or a no-choice condition (story components were preselected). Both groups otherwise received the same explicit and engaging teaching of story grammar. As predicted, greater narrative skill gains were evident for the active-choice intervention; including larger gains on both central story grammar components and story information overall. Future implications for how stories might be presented to young children in order to more richly facilitate narrative skill acquisition are discussed.
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Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (April 26, 2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.
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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in learners and novice writers themselves. This focus is illustrated in her book Real Grammar: A Corpus-Based Approach to English (Conrad & Biber 2009, Pearson Longman), which takes many of the major register-based patterns of variation in English grammar (described in the Longman Grammar of Spoken and Written English, Biber et al. 1999) and translates them into practical grammar lessons for language learners, making explicit how grammar use is mediated by register. Her applied focus is also evident in her work as Principal Investigator for the Civil Engineering Writing Project <http://www.cewriting.org/>. The project, funded by the National Science Foundation, addresses the writing needs of Civil Engineering students through corpus-based register comparisons (of university student writing, practitioner workplace writing, and published academic writing), applying the results to the development and evaluation of pedagogical materials that improve students’ preparation for writing in the workplace.
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بنت مسلم, ستي عائشة, نئ حنان مصطفى, رضوى أبو بكر, and تنكو عين الفرحة تنكو عبد الرحمن. "إستراتيجيات تعلم النحو لدى دارسي اللغة العربية من الناطقين بغيرها (Syntax Learning Strategies among Non-Arabic Speakers)." Journal of Islam in Asia (E-ISSN: 2289-8077) 15, no. 3 (October 21, 2018): 155–90. http://dx.doi.org/10.31436/jia.v15i3.723.
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تهدف هذه الدراسة إلى الكشف عن إستراتيجيات تعلم النحو المستخدمة لدى 201 طالب وطالبة متخصصين في اللغة العربية من الناطقين بغيرها، ومعرفة علاقتها بالتحصيل الأكاديمي. وقد أفاد البحث من الاستبانة لباولاك (2012م) التي تتكون من 24 بندا، وهي تتجزأ إلى ثلاثة أجزاء من الإستراتيجيات، وهي: التعلم الضمني، والتعلم الاستقرائي الصريح، والتعلم القياسي الصريح. واستنتج البحث أن إستراتيجيات تعلم النحو بالتعلم الاستقرائي الصريح أكثرها استخداما؛ ما يثبت أن طريقة المدرسين في تعليم النحو العربي لها علاقة قريبة في استخدام الطلبة لإستراتيجيات تعلّمه، وأما من حيث العلاقة بين التحصيل الأكاديمي وإستراتيجيات تعلم النحو فلا يوجد علاقة ذات دلالة إحصائية بينهما. وقدم هذا البحث عدة توصيات من أجل مساعدة الطلاب في تعلم النحو العربي.
الكلمات المفتاحيّة: تعلم النحو، إستراتيجيات تعلم النحو، التعلم الضمني، التعلم الاستقرائي الصريح، التعلم القياسي الصريح، دارسو اللغة العربية.
Abstract
This study aims to investigate the use of Arabic syntax learning strategies (SLS) among 201 students of non-Arabic speakers. It also investigates relationship between the use of SLS and students’ academic achievement. This study adopted a questionnaire from Pawlak (2012) which consists of 24 items of three different strategies: Implicit learning, explicit inductive learning and explicit deductive learning. This study revealed that the most frequent strategies used by the students is explicit inductive learning, which proves that the teachers’ methods in teaching Arabic syntax has a close relationship with the learning strategies used by the students. No significant relationship between academic achievement and grammar learning strategies was found. This study also provides several practical recommendations that may help students in learning Arabic grammar.
Keywords: Syntax learning, syntax learning strategies, implicit learning, explicit inductive learning, explicit deductive learning, Arabic learners.