Relevant bibliographies by topics / Grammar-teaching methods

Contents

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

Academic literature on the topic 'Grammar-teaching methods'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 April 2022

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Journal articles on the topic "Grammar-teaching methods"

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ERDEM, İlhan. "Evaluations on Grammar Teaching Methods." Journal of Turkish Studies Volume 6 Issue 1, no. 6 (2010): 1057–69. http://dx.doi.org/10.7827/turkishstudies.1988.

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Karolczuk, Agnieszka. "O uczeniu gramatyki polskiej Słowian." Poradnik Językowy, no. 1/2022(790) (September 10, 2021): 214–25. http://dx.doi.org/10.33896/porj.2022.1.11.

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This paper presents diverse approaches to teaching grammar in the language acquisition process. It focuses on a compilation of the models, methods, techniques, and tricks of teaching grammar. The paper concerns especially teaching Polish grammar to Slavic speakers while taking consideration of the cognation of the languages and the resulting interdependencies. This situation creates both easiness and diffi culty in grammar teaching.
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Ma, Yingni. "An Innovative Analysis of Japanese Grammar Teaching Methods from the Perspective of Intercultural Communication." Lifelong Education 9, no. 4 (2020): 227. http://dx.doi.org/10.18282/le.v9i4.967.

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Grammar is an important basic knowledge of Japanese teaching. In the teaching of grammar, etc., it is necessary to pay attention to the cultivation of students’ intercultural communication skills. However, in the current Japanese grammar teaching, there are some problems, such as insufficient cross-cultural input. Based on this, this paper first analyzes the problems in the current Japanese teaching, then comparatively analyzes the teaching content, ideas and methods commonly used in the current Japanese teaching, and points out which ideas and methods are suitable for Japanese teaching from t
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Azam, Azmi. "Teaching Grammar and Vocabulary." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (2014): 61–79. http://dx.doi.org/10.24297/jal.v2i1.2009.

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 The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by
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Giguashvili, Tsisana, and Dali Sanaia. "Teaching grammar in context and multilingual environment." International Journal of Multilingual Education X, no. 3 (2021): 113–18. http://dx.doi.org/10.22333/ijme.2021.190013.

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Multilingual environment has always been characteristic to Georgian reality. Today, due to current political or economic changes multilingualism has impacted the various fields including education. In this respect, Tbilisi State University is no exception, where the number of multilingual classes of ESL students of Azeri, Armenian and Georgian nationality is increasing. This process is accompanied by new challenges posed to the acquisition of the English language. The necessity of tackling these problems imposes responsibilities on English teachers, who are constantly engaged in the search for
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Abdala, Ayman Hamad Elneil Hamdan. "Evaluation of Teaching English Grammar Methods from Focus on Form Instruction Perspective on Unlock Textbook." International Journal of Linguistics, Literature and Translation 5, no. 3 (2022): 218–32. http://dx.doi.org/10.32996/ijllt.2022.5.3.29.

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The study investigates the evaluation of teaching English grammar methods implemented in the teaching grammar section in Unlock textbook and investigates how frequently different types of focus on the form used in teaching grammar in an intensive English course at King Khalid University can enable students to develop linguistic accuracy. Observation is conducted as an instrument of data collection. The findings of the study have revealed that teaching English grammar in Unlock textbook using an inductive approach is pedagogically effective and applying the reactive type of focus on form raises
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Mesti, Saadia. "Grammar Teaching: A Case Study of a Pakistani School in Sultanate of Oman." Arab World English Journal, no. 2 (January 15, 2021): 388–99. http://dx.doi.org/10.24093/awej/mec2.28.

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Grammar constitutes an essential element in the learning and teaching of any language. English as a foreign language is being taught in Pakistani government-run schools and in non-elitist private schools. The focal question in this paper centers on the several implications of the teaching process of grammatical concepts. The main aim of this research study is to find out the methods adopted in the teaching of grammar and whether these methods are updated with recent methods recommended in recent research on effective teaching and learning. The content analysis of books and review of teaching m
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Castro, Catarina. "TEACHING GRAMMAR THROUGH TASK-BASED LANGUAGE TEACHING." Diacrítica 32, no. 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
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Susanto, Herri. "Procedure Of Teaching Grammar Using Memory Enhancement." Lingua Cultura 5, no. 2 (2011): 89. http://dx.doi.org/10.21512/lc.v5i2.379.

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Teaching grammar has been regarded as a process of understanding from the context. It means a teacher teaches the pupils contextually more than just the rules. However, I have my own experience that teaching grammar methods must depend on the purposes of learning grammar. Some people learn grammar as a means to fulfill the syllabus needs for schools but other people learn grammar for special purposes out of school syllabus, such as for entrance test. For these reasons, the methods of teaching grammar should be different. The students who learn grammar based on the school syllabus probably need
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Motov, Sergei. "Teaching English grammar on linguocognitive basis." Tambov University Review. Series: Humanities, no. 179 (2019): 32–39. http://dx.doi.org/10.20310/1810-0201-2019-24-179-32-39.

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The peculiarities of the modern educational process require new approaches to techniques and methods used in language teaching. One of the ways for optimization of lessons in fo- reign languages is aimed at integration of cognitive linguistics and its achievements into the struc-ture of such classes. The linguocognitive basis fits well into the communicative approach to teach-ing languages and allows for increased efficiency of education through using the principles and methods of cognitive science, which provides a means of explanation for a number of linguistic phenomena, including grammatic
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Dissertations / Theses on the topic "Grammar-teaching methods"

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Tuomas, Petra. "Teaching grammar: A study of the common English grammar errors and grammar teaching methods that can be relevant for Swedish upper secondary schools." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19842.

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Grammar has always been an important part of language learning. Based on various theories, such as the universal grammar theory (Chomsky, 1959) and, the input theory (Krashen, 1970), the explicit and implicit teaching methods have been developed. Research shows that both methods may have some benefits and disadvantages. The attitude towards English grammar teaching methods in schools has also changed and nowadays grammar teaching methods and learning strategies, as a part of language mastery, are one of the discussion topics among linguists. This study focuses on teacher and learner experience
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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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<p>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.</p><p>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 t
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Al-Jaafreh, Khaddra. "Teaching styles in the delivery of Arabic grammar in the south of Jordan." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270440.

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Knight, Nikita. "Theory and Practice : A comparison between English schoolbook grammar and English grammar teaching practiced in a Swedish secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45893.

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This research compares the grammar in English schoolbooks with the grammar teaching practisedin a Swedish secondary school classroom. It explores the grammar content of two Englishschoolbooks from two different levels, and whether the teacher uses other materials when teachinggrammar: language websites with grammar and vocabulary exercises, and listening, reading andwriting activities, that are different or similar to the ones in the schoolbooks. The study also looks atdifferent grammar teaching methods, Grammar-translation method, Direct method andAudiolingual method, used in the schoolbooks.
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Näslund, Terese. "”Substantiv är namn på saker och ting …” : En analys av grammatikavsnitt i läromedel i svenska för årskurserna 7–9." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-143444.

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Abstract This study deals with the grammar sections in one older and one newer textbook series for Swedish in grades 7–9. The questions for the study are: firstly, the scope of the teaching materials, the content and the number of exercises, and secondly if the content presentation can be classified as deductive or inductive, and if the design of exercises is mainly product or process-oriented. Furthermore the relationship between the goals of the national curriculum and progression in grades 7–9 is investigated. The method chosen for this study is a text analysis. The results show that both t
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Wu, Ching-Hsuan. "Spoken grammaticality and EFL teacher candidates measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1178218484.

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Snow, Nancy Joyce. "Imitation pedagogy: The ongoing debate." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1368.

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Imitation was one of the five teaching methods passed down from the Greeks and was, from antiquity down to the nineteenth century, highly respected among scholars and educators. However, imitation has lost status as a viable pedagogy, and especially perhaps in the field of composition studies.
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López, Ferrero Carmen. "La Gramática en la enseñanza secundaria : las nociones de irregularidad y dependencia en las gramáticas pedagógicas de lengua española, 1901-1980 : estudio de su transposición didáctica." Doctoral thesis, Universitat de Barcelona, 1997. http://hdl.handle.net/10803/287330.

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La tesis doctoral La gramática en la enseñanza secundaria. Las nociones de irregularidad y dependencia en las gramáticas pedagógicas de lengua española (1901-1980): estudio de su transposición didáctica analiza las transformaciones didácticas que experimentan los conceptos lingüísticos (procedentes de las ciencias del lenguaje) cuando son introducidos en libros de texto de gramática (gramáticas pedagógicas) destinados a la enseñanza secundaria. El modelo de transposición didáctica establecido por Chevallard (1985) y completado posteriormente por Bronckart y Schneuwly (1991) es el marco teórico
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Lorenzi, Mikaela, and Sofia Bergström. ""I can tell a story that my dads friend tell me" : A corpus- and interview-based study on grammar education, with focus on verb forms." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-275268.

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This study consists of two methods: textual analysis and interviews, which are based on text from The Uppsala Learner English Corpus (ULEC), and teachers as interview objects. The textual analysis investigates errors made by students in year seven and year nine, regarding the construction of different verb forms in written English essays. A potential difference between errors made in year seven and nine is also examined. Moreover, the interview based analysis investigates professional junior high school teachers’ teaching methods and attitudes towards grammar. The errors investigated in the te
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Evinger, Kathryn Lynn. "Understanding the importance of phonemic awareness." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1628.

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The goal of this project will be to design a phonemic awareness handbook which will be discussed at a kindergarten staff in-service. The information in the handbook will explain the concept of phonemic awareness and its importance to successful reading acquistion. The handbook will also provide some phonemic awareness assessment inventories as well as some activities.
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Books on the topic "Grammar-teaching methods"

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Abdul Aziz Bin Haji Ishak. Teaching grammar: Effective approaches/Methods in teaching the Arabicgrammar in lower secondary level at national Islamic secondary schools in Malaysia. University of Salford, 1988.

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Erdmann, Maren. Grammar teaching made fun?: An action research project to develop new methods of teaching aspects of German grammar to Year Three pupils in an English primary school. University of Surrey Roehampton, 2000.

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An evaluation of methodological options for grammar instruction in EFL textbooks: Are methods dead? Winter, 2011.

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Greer, Richard Ewing. American-English phrasal verbs: Plus enhanced diagraming methods for the twenty-first century. Mountainscape Press, 2010.

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Mark, Lester, Strong William 1940-, and Glencoe/McGraw-Hill, eds. Writer's choice: Composition and grammar. Glenco/McGraw-Hill, 1996.

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Irigoin, Judy. Business English recipes: Creative approach to business English. Longman, 1995.

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1926-, Barbe Walter Burke, and Lehner Linda, eds. Ready-to-use vocabulary, word analysis & comprehension activities. Center for Applied Research in Education, 1996.

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C, Horrigan Vincent, and Collins Leslie 1954-, eds. A reading course in Homeric Greek. 3rd ed. Focus Pub., 2005.

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C, Horrigan Vincent, ed. A reading course in Homeric Greek. 2nd ed. Loyola University Press, 1985.

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Rastelli, Stefano. Discontinuity in second language acquisition: The switch between statistical and grammatical learning. Multilingual Matters, 2014.

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Book chapters on the topic "Grammar-teaching methods"

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Maggini, Massimo. "La competenza lessicale nei metodi d’insegnamento linguistico." In Competenza lessicale e apprendimento dell’Italiano L2. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-403-8.03.

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The article analyzes the importance of the development of lexical competence within the various glottodidactic methods. In particular, it is highlighted how, at present, teaching vocabulary has definitively freed itself from a subordinate, almost accessory, position with respect to grammar teaching. The article then focuses on the role of the dictionary in learning vocabulary and on the necessary skills for its use. It is highlighted the lack, in Italian L2, of pedagogical dictionaries, i.e. simplified monolingual dictionaries specifically designed for a non-Italian speaking public. The article ends with the description of the most important corpora of Italian language, which could became useful operational tools in teaching vocabulary.
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Curtis, Andy. "The Grammar Translation Method." In Methods and Methodologies for Language Teaching. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-40737-5_7.

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Tianzhu, Liang. "Efficient English Teaching Scheme Based on Combination of Grammar Method and Communicative Approach." In Lecture Notes in Electrical Engineering. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35440-3_51.

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"Traditional and Grammar Translation Methods for Second Language Teaching." In Handbook of Research in Second Language Teaching and Learning. Routledge, 2005. http://dx.doi.org/10.4324/9781410612700-50.

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McLelland, Nicola. "Afterword." In The History of Grammar in Foreign Language Teaching. Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_after.

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In this Afterword, McLelland reflects on themes emerging from the studies in this volume on the history of teaching grammar to language learners, including changing definitions, methods, and, importantly, ideologies.
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Sanson, Helena. "Prologue: On grammar and women." In Women, Language and Grammar in Italy, 1500-1900. British Academy, 2011. http://dx.doi.org/10.5871/bacad/9780197264836.003.0001.

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This chapter begins with a brief review of various personifications of grammar. It suggests that whichever personification Grammar is given, the underlying point — that she holds a central position in the system of education of the liberal arts — remains. She is the cradle of knowledge and the point of entry to a whole range of disciplines, skills, and methods that in turn lead to further literary and textual knowledge. This is followed by discussions of how teaching and learning grammar was considered unsuitable for women; the impact of the invention of printing on the form, content, and transmission of knowledge; and the emergence of the literary vernacular alongside Latin in the sixteenth century. An overview of the subsequent chapters is also presented.
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González Fernández, Adela. "An Interdisciplinary Approach to Develop Linguistic Abilities in Bilingual Education." In International Perspectives on Modern Developments in Early Childhood Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch003.

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The traditional methods of language teaching have always had their roots in the grammar-translation method, used in our educational system for more than 500 years. However, the constant search for updating and the desire to improve the language skills of students has led to a succession of different methods and proposals in a few years with the intention of improving the existing ones. The literature on this subject confirms that there is no perfect approach, but it also shows that the communicative one and the interdisciplinarity in the teaching-learning process of second languages brings good results. The author proposes a holistic interdisciplinary activity for the bilingual early childhood classroom, based on the communicative method. Thus, this chapter presents the elaboration of a musical tale, accompanied by a subsequent audiovisual recording, which will help students to learn a second language in real natural contexts.
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González Fernández, Adela. "An Interdisciplinary Approach to Develop Linguistic Abilities in Bilingual Education." In Research Anthology on Bilingual and Multilingual Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch022.

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The traditional methods of language teaching have always had their roots in the grammar-translation method, used in our educational system for more than 500 years. However, the constant search for updating and the desire to improve the language skills of students has led to a succession of different methods and proposals in a few years with the intention of improving the existing ones. The literature on this subject confirms that there is no perfect approach, but it also shows that the communicative one and the interdisciplinarity in the teaching-learning process of second languages brings good results. The author proposes a holistic interdisciplinary activity for the bilingual early childhood classroom, based on the communicative method. Thus, this chapter presents the elaboration of a musical tale, accompanied by a subsequent audiovisual recording, which will help students to learn a second language in real natural contexts.
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Huang, Lihua. "An Empirical Study on the Fossilization of English Language Learning in the Context of Multimedia Network Teaching." In Proceedings of CECNet 2021. IOS Press, 2021. http://dx.doi.org/10.3233/faia210436.

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To carry out the pilot teaching of multimedia assisted teaching and self-learning mode of network platform for experimental class, the data analysis results obtained by using tools such as questionnaire survey show that:The multimedia network teaching environment has a great effect on the students’ vocabulary knowledge fossilization, but has little effect on the grammar knowledge fossilization; The fossilization of reading ability among the four communicative abilities of English language is alleviated obviously, and the self-assessed oral ability of students improves faster after the addition of oral English classes; It accelerates the ossification of writing and listening ability, but it is mainly caused by the characteristics of the network itself and improper learning methods of students.
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"Curriculum and Teaching Methods." In The Boys’ Grammar School. Routledge, 2017. http://dx.doi.org/10.4324/9781315173719-11.

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Conference papers on the topic "Grammar-teaching methods"

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"Methods of Grammar Teaching at College." In 2017 International Conference on Frontiers in Educational Technologies and Management Sciences. Francis Academic Press, 2017. http://dx.doi.org/10.25236/fetms.2017.032.

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Komleva, Elena, Evgeniya Gorshkova, Anastasiya Koblova, and Irina Turetskova. "INNOVATIVE METHODS OF TEACHING ENGLISH GRAMMAR FUNCTIONALLY." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1306.

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Chernobylskaya, Irina. "CLIP THINKING CONSIDERING METHODS OF TEACHING ENGLISH GRAMMAR." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.6/s14.012.

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Likhacheva, Irina, Irina Chernobylskaya, and Elena Krivosheeva. "Describing Original Methods of Teaching English Grammar to Non-linguistic Students." In ICEDS 2020: 2020 International Conference on Education Development and Studies. ACM, 2020. http://dx.doi.org/10.1145/3392305.3396903.

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Togtoomurat, Zhangul, and Zhanar Eskazinova. "PEDAGOGICAL TECHNOLOGIES OF TEACHING FOREIGN LANGUAGE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(33).

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In this article, we will talk about methods and technologies of teaching foreign languages. Based on life experience, the disadvantages, and one – sided nature of some methods lead to the fact that they do not give a positive result in mastering foreign languages, although the students are fluent in grammar, as a result, they are unable to speak and think in the language they are learning. In order to eliminate these gaps, it is proposed to use effective methods of teaching students to the extent that they can use foreign languages in their lives, to practice non-thinking speech skills, and to
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Kapaeva, A. E., and M. V. Glazyrin. "Determining the algorithm for overcoming grammar interference in Chinese bachelor’s language." In XXV REGIONAL SCIENTIFIC CONFERENCE STUDENTS, APPLICANTS AND YOUNG RESEARCHERS. Знание-М, 2020. http://dx.doi.org/10.38006/907345-63-8.2020.14.21.

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This article presents the results of the study on algorithms of overcoming grammar interference in teaching Chinese language bachelor. The purpose of the study was to define algorithms for preventing grammatical interference, to compare them and to identify advantages and disadvantages. The relevance of the study is determined by the need to develop special manuals for foreign language education. The methodology of the study was to study and analyze scientific sources. The study presents two algorithms for overcoming interference — a rational method and a structural method. Both methods are de
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Shiota, Kazuko. "Effectiveness of Collaborative Learning for Improving False Beginners’ Grammar Skills and Self-efficacy." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.004.

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Abstract: Prior studies indicate that many Japanese college students remain at the beginner level even after studying English for six years. Also, their self-efficacy is low, which hinders their improvement. Generally, grammar classes are taught in a traditional way, that is, one-way teacher centered, and students are supposed to copy what is written on a blackboard while listening to teachers’ instruction and memorizing grammar rules. In such grammar classes, false beginners have had little successful experience. Traditional teaching methods are intended to provide remedial education in many
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Mughaz, Dror, Michael Cohen, Sagit Mejahez, Tal Ades, and Dan Bouhnik. "From an Artificial Neural Network to Teaching [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4557.

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[This Proceedings paper was revised and published in the "Interdisciplinary Journal of e-Skills and Lifelong Learning," 16, 1-17.] Aim/Purpose: Using Artificial Intelligence with Deep Learning (DL) techniques, which mimic the action of the brain, to improve a student’s grammar learning process. Finding the subject of a sentence using DL, and learning, by way of this computer field, to analyze human learning processes and mistakes. In addition, showing Artificial Intelligence learning processes, with and without a general overview of the problem that it is under examination. Applying the idea o
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Ganajová, Mária, Ivana Sotáková, and Dominika Šoltysová. "Názory a postoje učiteľov na systémové hodnotenie vo výučbe anorganickej chémie." In DidSci+ 2021. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9876-2021-3.

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The paper focuses on the education strategy and methods referred to as Systemic Approach in Teaching and Learning (SATL). This approach includes systemic assessment which allows the teachers to evaluate the students’ skills, and determine and identify relationships among concepts. The goal of the presented research was to identify the opinions and attitudes of teachers related to the way inorganic chemistry was taught using systemic assessment in the 2nd year of a grammar school. To achieve this goal, a methodology was created specifically for the topic “Calcium and Its Componounds”; its imple
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Zhao, Xinghua. "Alexanderrs Grammar Teaching Method in New Concept English." In 2018 International Conference on Sports, Arts, Education and Management Engineering (SAEME 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/saeme-18.2018.84.

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