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Dissertations / Theses on the topic 'Grammar-teaching methods'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 April 2022

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1

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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2

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The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises.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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3

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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4

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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6

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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7

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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8

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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9

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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10

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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11

Afram, Eliane. "La percepción de métodos didácticos en la enseñanza del español comolengua extranjera : Análisis cualitativo sobre la percepción de los alumnos de los métodos gramática- traducción,método situacional y método comunicativo." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-113239.

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Nuestra tesina trata de indagar en cómo piensan los alumnos de bachillerato sobre los métodos didácticos elegidos para aprender una lengua extranjera. El objetivo de esta tesina es investigar tres métodos didácticos; método gramática- traducción, método situacional y método comunicativo, comprobar si los estudiantes los utilizan, y cuál les resulta más útil y por qué. Hemos investigado qué opinan los alumnos con la ayuda del método cualitativo a través de entrevistas cualitativas. Podemos decir que los alumnos utilizan los métodos hasta cierto punto en su enseñanza. Piensan que todos los métod

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12

勞皓珍 and Ho-chun Rebecca Lo. "The relationship between phonological awareness and reading ability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2682274X.

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13

Garcia, Paula Riley. "Comparison of quiet and outgoing language minority students through journal writing." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/960.

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Outgoing students have the advantage over quiet students in oral class participation. Our problem was to determine whether this relationship was the same in the medium of writing by studying differences in quantity and quality of writing between a quiet and an outgoing group.

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14

Lin, Shang-de, and 林尚德. "Analysis of Meaning Negotiation Strategies in the Pair Written Conversations on Grammar Teaching Methods for Juniors in Southern Taiwan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/59379754812307062390.

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碩士<br>國立高雄師範大學<br>英語學系<br>102<br>The study aims to present and analyze the use of meaning negotiation strategies among college juniors in southern Taiwan on negotiating grammar teaching methods in the pair written conversations. Specifically, the negotiation strategies and the ways students interacted with one another were examined. In addition, the student responses to meaning negotiation strategies, explicit and implicit grammar teaching, and the pair written conversations were collected and analyzed. The participants of the study were 32 third year English-majors from National Kaohsiung

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15

Čížková, Lucie. "Přístupy a postoje učitelů k výuce gramatiky angličtiny." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-336506.

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(in English) This diploma thesis focuses on teachers' attitudes and beliefs regarding English grammar teaching at Czech high schools. The thesis is based on the assumption that teachers' decisions and actions in ESL and EFL teaching are motivated by what teachers know, think and believe. It takes the concept of teacher cognition as a starting point. The research part ot the thesis is based on a questionnaire survey among Czech high-school teachers. It aims to observe teachers' beliefs about English grammar teaching and learning and to describe the way Engligh grammar is taught at Czech high sc

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Ponomareva, Varvara. "Metodika výuky vybraných gramatických konstrukcí českého jazyka pro cizince na vstupní úrovni." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-369921.

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The subject of this study is a suggestion and, within the framework of the possibility, a verification of the concept of teaching of Czech endings for foreigners without using samples. The study covers the declinations of nouns, adjectives and personal, demonstrative and possessive pronouns. In the development of our concept, we proceed from the fact that the Czech language, as well as the other Slavonic languages is characterized by significant level of endings' synonymy and homonymy. We use this fact as a reference point and create tables on its basis. The work consists theoretical and pract

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17

Tadesse, Alamirew Kassahun. "English as a foreign language instructors' conceptions and applications of communicative language teaching in grammar lessons : the case of four private universities in Ethiopia." Thesis, 2021. http://hdl.handle.net/10500/27535.

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Communicative Language Teaching (CLT) has been adopted in various countries in the world. This is especially true in an EFL context in Ethiopia where it has received considerable attention both at policy and classroom levels. This study aimed to investigate English as Foreign Language (EFL) instructors' conceptions and applications of CLT in teaching grammar lessons in private universities in Ethiopia. Due to the nature of the issues addressed in the study, the mixed-methods approach was employed. The data for the study were collected from 25 EFL instructors teaching in four private univer

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Pohořálková, Pavla. "Výuka gramatice ve specifických formách výuky (firemní kurzy - výuka dospělých)." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-322974.

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The diploma thesis focuses on teaching grammar in the context of in-company language courses. What needs to be taken into consideration are both the psychological aspects of adult learners and the sociological characteristics of a typical course participant, their position of a client which is connected to high expectations of the service provided - language tuition. The role of the teacher in an in-company course is much less authoritative than in a traditional course and teachers become rather partners or coaches for the learners. The pedagogical research conducted among 172 Czech in-company

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19

Paula, Varinia Mora. "O ensino criativo da gramática." Master's thesis, 2008. http://hdl.handle.net/10362/84346.

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O processo de aprendizagem de estruturas gramaticais de uma língua estrangeira é, em muitos casos, enfadonho para as crianças. Para solucionar este problema exploro várias metodologias e abordagens de ensino, nomeadamente, Effective Affective Learning, Humanising Language Teaching, o Método Silencioso de Gategno, Sugestologia de Lozanov e o Método de Curran. Analiso quais são as necessidades dos alunos e as suas múltiplas inteligências. Apresento exercícios gramaticais lúdicos centrados no aluno, num ambiente relaxante e agradável onde os alunos criam associações emocionalmente positivas com

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20

Abd, Al-Magid Mohammed Al-Mamun. "The effect of teachers' attitudes on the effective implementation of the communicative approach in ESL classrooms." Thesis, 2006. http://hdl.handle.net/10500/1747.

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This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach. A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are r

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21

TSAO, YI-WEN, and 曹議文. "Foreign Language Anxiety in Grammar Translation Method and Communicative Language Teaching-based College Freshmen English Classes in Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/20574219874151871698.

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碩士<br>輔仁大學<br>英國語文學系碩士班<br>104<br>This study investigates college students' foreign language anxiety (FLA) and value of communication, in two different teaching methods: grammar-translation-based method (GTM-based) and communicative-based language teaching (CLT-based). In total, there were fifty-eight non-English majors taking freshman English courses at a large Northern university in Taiwan participated. Both classes had components of speaking cultivation, and speaking was assessed via a monologue task. Data were collected through the Foreign Language Classroom Anxiety Scale (FLCAS) devised b

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22

Peng, Fuyang. "The Effectiveness of Explicit Instruction Versus Implicit Instruction Method on Chinese Grammar Acquisition." 2015. https://scholarworks.umass.edu/masters_theses_2/226.

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In the past century, grammar instruction has aroused debate among scholars and instructors in the field of second language teaching and acquisition without absolute consensus. However, for the acquisition of Chinese grammar by adult L2 learners, there is wider acceptance that grammar should be taught due to the unique Chinese grammatical features. The issue in question is merely on how to teach Chinese grammar effectively. Hence, inspired by many other comparative studies on explicit and implicit instruction methods for teaching Western languages such as English, French, Spanish and so forth,

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Kulhánková, Anna. "Uplatnění francouzké metody analýzy textu ve výuce dějepisu v ČR." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-405055.

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This diploma thesis is focusing on the application of the French text analysis method in history teaching in the Czech Republic. The objective of this thesis is to introduce the French method not only theoretically, but also to create specific lessons based on it. The terminology uses the term method for the translation of the French term méthode. The basis for this thesis is mainly drown from the French history textbooks, the interviews with the teachers and the history lessons in French. The thesis is divided into theoretical and practical part. The theoretical part deals with the introducti

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Doležalová, Eliška. "František Trávníček, osobnost a dílo ( se zvláštním přihlédnutím k jeho aktivitám lingvodidaktickým )." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-326644.

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Résumé This thesis deals with the personality and also with the work of Frantisek Travnicek, an important Czech linguist living between the years 1888 and 1961. Firstly, his life is briefly outlined, secondly this personality is introduced as an influential linguist of Czech Studies, as well as a long-time university official and teacher. His post-war political activities in the Communist Party are also mentioned. The thesis is focused on the works of Travnicek with a particular respect to his linguodidactic activities. One part is dedicated to his scientific writings and takes the cultural an

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25

Li, Jiang. "Comparação de método tradicional e de método PBL e as respectivas utilizações no Ensino e Aprendizagem de PLE nas Universidades Chinesas." Master's thesis, 2019. http://hdl.handle.net/10362/75217.

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A presente dissertação pretende dar a conhecer dois métodos representativos de ensino de línguas estrangeiras, nomeadamente o método tradicional da gramática-tradução e o método de PBL (Aprendizagem Baseada em Projetos), e fazer uma comparação entre estes dois métodos, sendo, igualmente, apresentadas as respetivas origens, características, bem como as suas utilizações em geral no contexto atual de ensino e aprendizagem de línguas estrangeiras na China. Além disso, o trabalho também visa abordar mais especificamente a situação de utilização destes dois métodos no ensino e aprendizagem de

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Makaure, Zvinaiye Patricia. "Phonological processing and reading development in Northern Sotho-English bilingual children." Thesis, 2016. http://hdl.handle.net/10500/22246.

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South Africa is a multilingual country and this has certain implications on the development of cognitive-linguistic skills such as phonological processing (amongst others), which are essential for reading development. Research has, in the past, not adequately addressed the development of, and relationship between, a broad range of phonological processing and reading skills in South Africa. The study investigates the relationship between phonological processing skills and reading development in Northern Sotho-English bilingual children. Ninety-eight participants, divided into group 1 (n=48) and

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Scheepers, Ruth. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.

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Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the l

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Scheepers, Ruth Angela. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.

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Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the l

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29

Valková, Jarmila. "Komunikační přístup k vyučování druhého jazyka v současných učebnicích češtiny pro cizince." Doctoral thesis, 2014. http://www.nusl.cz/ntk/nusl-328183.

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The Communicative Approach to Second Language Teaching in Current Textbooks of Czech for Foreigners Jarmila Valková Abstract The general part of the thesis reviews the background, current understanding and key principles of the Communicative Approach to second language teaching with regard to their foundation in the Direct Oral Method. The objective, usual teaching techniques and textbook components of Communicative Language Teaching are compared to the ones used in the Grammar-Translation Method to show the essential difference between the direct and indirect language approaches to language a

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MOU, WEINA. "Ensino de nível A2 português em plataforma WeChat para alunos chineses." Master's thesis, 2020. http://hdl.handle.net/10362/107514.

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Este projeto foi realizado no âmbito do mestrado em Ensino de Nível A2 português na Plataforma WeChat para alunos chineses. O objetivo consistiu em projetar um curso na plataforma WeChat para aprendizagem e comunicação em português para os chineses que desejam imigrar para Portugal. Os conteúdos abordados centram-se maioritariamente no nível A2 de português. Assim, começou-se com uma pesquisa de necessidades sociais, tendo por base uma grande quantidade de dados, como: dados do Serviço de Estrangeiros e Fronteiras; dados fornecidos por um grande número de agências de imigração chinesas

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