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Journal articles on the topic 'Grammar-teaching methods'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 April 2022

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1

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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Komovskaya, Elena V. "METHODS OF GRAMMAR MATERIAL PRESENTATION IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." Philological Class 26, no. 2 (2021): 234–44. http://dx.doi.org/10.51762/1fk-2021-26-02-20.

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The article deals with the specifics features of methodological approaches to teaching Russian grammar to non-Russian-speaking students. The author analyzes two leading principles of presentation of grammar material to such students. A third authored approach is suggested, which is based on the concept of a communicative metamodel, fixing both the grammatical form intended for acquisition and the communicative value of the vocabulary studied. The presentation of the Russian grammar material in teaching Russian as a foreign language is one of the problems solved in the article. The main methods

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Rakhmankulova, Svetlana. "Cognitive Linguistics Approaches to Teaching Foreign Grammar." Nizhny Novgorod Linguistics University Bulletin, no. 49 (March 31, 2020): 86–103. http://dx.doi.org/10.47388/2072-3490/lunn2020-49-1-86-103.

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At the present time, foreign language instruction boasts a plethora of different methods and practices, with the communicative approach dominating the scene. Alongside innovative methods based on modern technologies, traditional structural methods still remain popular. The cognitive linguistics approach discussed in the paper is based on the advantages of the existing methods and seems to overcome their shortcomings. The article offers a review of Russian and foreign papers of the recent decades on the problem of integrating cognitive linguistics into theory and methodology of foreign language

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Muflihun, Muflihun. "Teaching Grammar: Degrees of Adjective Comparisons in Secondary School of Indonesian Context." Indonesian TESOL Journal 1, no. 1 (2019): 41–49. http://dx.doi.org/10.24256/itj.v1i1.547.

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This article explores the teaching grammar in secondary school in Indonesian context, the writer noticed that most of the students were struggling to clearly understand and unable to use comparison of adjective. Therefore, the writer would clearly explain those problems supported by research findings from previous studies. There are several activities to be used in teaching grammar, which surely could also be adapted to teaching adjective comparisons. However, in this essay, the writer would only address two common activities; namely grammar games and discovering grammar. It can be concluded t

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Almuhammadi, Anas. "Teaching Grammar: Professional Needs of Saudi EFL Instructors." International Journal of English Linguistics 10, no. 3 (2020): 14. http://dx.doi.org/10.5539/ijel.v10n3p14.

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Grammar teaching has been a long tradition in EFL instruction in various parts of the world and Saudi Arabia is no exception to this. However, various approaches to teaching grammar have emerged over a period of time. For this, professional development (PD) programs are designed to meet the EFL teachers&rsquo; needs by enabling them to use a range of approaches and techniques. To do this successfully, professional needs analysis of teachers is essential. The present study investigates the beliefs of teachers regarding the use of various teaching approaches for grammar teaching and their ne

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Yousef Abduh, Mariam, and Sami Algouzi. "Revisiting Grammar Teaching in a Saudi EFL Context: Teachers’ Perceptions and Practices." Arab World English Journal 11, no. 4 (2020): 291–306. http://dx.doi.org/10.24093/awej/vol11no4.19.

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In language, meaning is conveyed and received through words and grammar. A phrase or a sentence is not a random collection of words. In the absence of grammar, words hang together without any real meaning. Thus, grammar plays an essential role in language teaching. With adequate grammar explanations in meaningful contexts and practice, some serious errors in learners' language can be avoided. This study aimed at examining the relationship between teachers’ perceptions of grammar teaching and their actual practices in a Saudi EFL context. Questionnaires and classroom observation checklists were

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최규홍. "A Study on Teaching Grammar Evaluation Methods in Elementary School." Journal of CheongRam Korean Language Education ll, no. 47 (2013): 265–86. http://dx.doi.org/10.26589/jockle..47.201306.265.

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정희정. "Retrospect and prospect of Studies in Korean Grammar Teaching Methods." Bilingual Research ll, no. 47 (2011): 481–506. http://dx.doi.org/10.17296/korbil.2011..47.481.

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Grigoryan, Ashot, and Alla Grigoryan. "ON A LEXICAL VECTOR IN TEACHING ENGLISH GRAMMAR." Ivanovo state university bulletin. Series «The Humanities», no. 3 (October 1, 2020): 30–33. http://dx.doi.org/10.46726/h.2020.3.4.

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There exist quite a few methods of teaching English grammar. Probably, the most traditional and at the same time the most widely spread one is the so-called rule-based teaching of grammar. The method consists in students transferring the formally learnt rules to the real life practice. Our hands-on experience in teaching grammar proves that while the method works for some students, it definitely does not work for everybody. There are quite a number of students who find mastering grammar easier through creating close associations of certain grammatical constructions with certain lexical compone

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Munzaki, Dara Fitria, Lilis Suadah, and Risdaneva Risdaneva. "TEACHING METHODS USED BY STUDENTS OF DEPARTMENT OF ENGLISH LANGUAGE EDUCATION OF UIN AR-RANIRY IN TEACHING ENGLISH AT ENGLISH COURSE." Englisia Journal 4, no. 1 (2017): 10. http://dx.doi.org/10.22373/ej.v4i1.1023.

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Learning can take place in school, course, and community. There are some differences of teaching at school and course, such as teaching methods used. It is one of the most important elements in teaching. Teaching method is used to help the learners to gain the knowledge and help them to achieve their learning targets. Therefore, this research focused on teaching methods that were used by English Education Department students in UIN Ar-Raniry in teaching grammar at English courses. The purposes of this research were to identify which methods were used in teaching grammar at courses and to descr

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Saydaliyeva, M. A., E. B. Atamirzayeva, and F. X. Dadaboyeva. "Modern methods of teaching English in Namangan state university." International Journal on Integrated Education 3, no. 1 (2020): 8–9. http://dx.doi.org/10.31149/ijie.v3i1.256.

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The article discusses various methods of teaching foreign languages. Particular attention was paid to the following methods: the direct method, grammar-translation, audio-visual, audiolingual and communicative. It is concluded that communicative method is has started becoming most dominant.

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Komila, Makhkamova. "Competence of Teaching Grammar Communicatively As a Part of Linguadidactic Competence of Future English Teachers." Psychology and Education Journal 58, no. 1 (2021): 2003–10. http://dx.doi.org/10.17762/pae.v58i1.1075.

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Objective: To analyze the effectiveness of competence of teaching grammar communicatively as a part of linguadidactic competence of English teachers the teaching-learning process. Methods: A pre-experimental study was conducted. It involved 36 university students from five faculties (6 males and 30 famales) between 18 and 22 years old. A questionnaire validated by experts was created to evaluate competence of teaching grammar communicatively as a part of linguadidactic competence of English teachers. Results: The results report the significant effectiveness of competence of teachin

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Adhikary, Ramesh Prasad. "Teachers’ Assumptions on Teaching English Grammar for Lower-secondary Level Students (A Case Study of Nepal)." International Journal for Innovation Education and Research 8, no. 7 (2020): 31–41. http://dx.doi.org/10.31686/ijier.vol8.iss7.2418.

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Teaching grammar is one of the aspects of language teaching. From the past, different methods, like teaching from rules, teaching from examples, teaching through texts have been used to teach grammar in Nepal. So, this research was prepared to study the teachers’ assumption for teaching English grammar at lower secondary level in Nepal. The issue of teaching prepositions, articles, tense, tags, causative verbs and subject verb agreement are raised in this research. In this research, both the primary and secondary sources of data were used. Questionnaires were used to collect the data for the r

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O.P., Bykonia. "The requirements of future economists’ english grammar competence." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2020, no. 2 (2020): 7–22. http://dx.doi.org/10.32755/sjeducation.2020.02.007.

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The article substantiates the peculiarities of the formation of English grammar competence during classroom and extracurricular work in teaching cadets of economic specialties’ English, especially English for Specific Purposes. The purpose of the article is to determine the requirements for the formation of English grammar competence in accordance with the preparation of cadets of economic specialties’ in the field of knowledge of 05 “Social and behavioral sciences” (051 «Economics») while teaching them English for Specific Purposes. Methodology. Theoretical statements of this work involves an

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Qizi, Abduraximova Farida Komiljon. "Modern Methods of Teaching English in Higher Educational Institutions." International Journal for Research in Applied Science and Engineering Technology 9, no. 11 (2021): 612–13. http://dx.doi.org/10.22214/ijraset.2021.38892.

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Annotation: The article discusses various methods of teaching foreign languages in universities. Special attention was paid to the following methods: direct method, grammar-translation, audiovisual, audio-lingual and communicative. It is concluded that the communicative method begins to occupy a more dominant position. Keywords: foreign language, English, methods

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Dur, Veronica. "Modern Communicative Methods of Teaching English Grammar to Intermediate Level Students." Journal of Linguistic and Intercultural Education 6 (June 15, 2013): 89–106. http://dx.doi.org/10.29302/jolie.2013.6.6.

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Khabibullina, Elena Viktorovna, Ekaterina Gennadievna Shtyrlina, and Lubomir Guzi. "Methods of Teaching the History of Language to Foreign Students." International Journal of Higher Education 8, no. 7 (2019): 74. http://dx.doi.org/10.5430/ijhe.v8n7p74.

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The article discusses the features of methods of teaching the history of language in a foreign language classroom. With regard to the increase of the number of applicants who enroll in Russian universities directly on the basis of secondary education, bypassing the preparatory faculties, which arises the problem of an insufficiently prepared group of learners, in which the disciplines related to the study of the history of the language are taught. Accordingly, the teacher has to solve the problem by revising the methodological approaches to the teaching of the discipline. In particular, it is

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Hua, Yin. "On the Alternate Use and Complementation of Grammar: Translation Method and Communicative Language Teaching Method." IRA International Journal of Education and Multidisciplinary Studies 16, no. 1 (2020): 10. http://dx.doi.org/10.21013/jems.v16.n1.p3.

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Grammar-translation method and communicative language teaching method are the two most important methods of foreign language teaching at home and abroad, each of which holds its own advantages and disadvantages, and complements each other. The organic combination and alternate use of the grammar-translation method and communicative teaching method will help to improve the efficiency of foreign language teaching.

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Althaqafi, Abeer Sultan. "A Critical Review of Grammar Teaching Methodologies in the Saudi Context." English Language Teaching 11, no. 11 (2018): 65. http://dx.doi.org/10.5539/elt.v11n11p65.

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&lsquo;Grammar is the business of taking a language to pieces, to see how it works&rsquo; (Crystal, 1996, p. 6). The study of grammar has fascinated people for many years, especially in the field of second language acquisition (SLA). However, in recent years people became uncertain about its value. Consequently, some educational institutions ceased to teach it, others teach it very selectively (Crystal, 1996; Ellis, 2002). To know grammar means to know more about how to manipulate the parts of a sentence in order to provide a meaningful expression. Teaching grammar has been subjected t

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Adhikari, Bal Ram. "Student Teachers’ Views on Grammar and Grammar Teaching, and its Communication to their Students." Journal of NELTA 22, no. 1-2 (2018): 89–102. http://dx.doi.org/10.3126/nelta.v22i1-2.20044.

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The present article builds on the study entitled “English Grammar: Views of Student Teachers and Communication of Grammar to their Students” carried out under and submitted to University Grants Commission, Nepal. The study adopted the mixed-methods of questionnaire and semi-structured classroom observation. Against a brief theoretical background of grammar and grammar teaching and review of the related literature, the article presents respondent teachers’ views on grammar and grammar teaching collected by means of a set of questionnaire. Their views are further compared with the classroom data

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Bastola, Ganesh. "Grammar Rules Matter: Should We Teach Inductively or Deductively?" Journal of NELTA 21, no. 1-2 (2016): 31–39. http://dx.doi.org/10.3126/nelta.v21i1-2.20199.

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The main purpose of this paper is to analyze of Nepalese English language teachers perception of teaching grammar rules. This paper explores whether English teachers teach grammar inductively, deductively or using any other methods. It explores the arguments of teaching grammar rules based on teachers’ perception and my experiences of teaching grammar. Teachers’ perceptions were collected through a mini survey questionnaire. The study found that most of the respondents are in favor of deductive approach/method. A substantial majority of the respondents rated the relevance of GT method because

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Yusmalinda, Akidatul, and Puji Astuti. "English teachers’ methods in teaching reading comprehension of procedure text." ELT Forum: Journal of English Language Teaching 9, no. 1 (2020): 75–84. http://dx.doi.org/10.15294/elt.v9i1.38676.

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This study focuses on English teachers’ methods in teaching reading comprehension of procedure text. The main purpose of this study is to describe the methods used by English teachers and reveal the strengths and weaknesses of those methods used for teaching reading comprehension of procedure texts. The research was a qualitative case study. The participants of this research were two English teachers at one of junior high schools in Semarang in the academic year of 2019/2020. In collecting data, several data collection instruments were used, including: interview, observation guideline and docu

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Chang, Shih-Chuan. "A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar." English Language Teaching 4, no. 2 (2011): 13. http://dx.doi.org/10.5539/elt.v4n2p13.

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The Grammar Translation Method and the Communicative Approach have both played important roles in grammar teaching. Which is better, the Grammar Translation Method or the Communicative Approach? This paper aims to compare the controllability and feasibility of these two approaches and find out which one is more suitable for grammar teaching in Taiwan. Two classes were selected and taught by the Grammar Translation Method and the Communicative Approach respectively. The college admission test showed that they share a similar level of the overall English proficiency before the intervention. The

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Yu, Jian Hong. "Algorithm Analysis on Internal Automatic Calibration of Category Theory Based on Nonlinear Time Series Model." Applied Mechanics and Materials 644-650 (September 2014): 1830–34. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.1830.

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Category reflects the basic concept of nature and universal connection, and is the logical form of human rational thinking. In this paper, through the rich practical experience in the field of English teaching, on the basic of prototype category theory to study of English grammar teaching methods, the author attempts to explore the scientific and rational English grammar teaching concept and strategy.

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B. Shenderuk, Olena, Olha L. Tamarkina, and Tetiana P. Pernarivska. "Grammar-Translation and Direct Methods in Teaching English in the Educational Institution with Specific Conditions of Study." Journal of Social Sciences Research, no. 54 (April 20, 2019): 1077–82. http://dx.doi.org/10.32861/jssr.54.1077.1082.

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Knowledge of foreign languages to a great extent depends on a teacher’s methods and methodological approaches. Among the number of certain methods we choose grammar-translation and direct methods. In spite of the fact that these methods were popular last century, they are still widely used nowadays. The usage of them presented their fundamental advantages and some disadvantages, used in our practice. This paper was written on the basis of theoretical aspects’ research of the problem, on analysis and synthesis of scientific literature and on personal experience of teaching English during nearly

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B. Shenderuk, Olena, Olha L. Tamarkina, and Tetiana P. Pernarivska. "Grammar-Translation and Direct Methods in Teaching English in the Educational Institution with Specific Conditions of Study." Journal of Social Sciences Research, Special Issue 5 (December 15, 2018): 529–34. http://dx.doi.org/10.32861/jssr.spi5.529.534.

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Knowledge of foreign languages to a great extent depends on a teacher’s methods and methodological approaches. Among the number of certain methods we choose grammar-translation and direct methods. In spite of the fact that these methods were popular last century, they are still widely used nowadays. The usage of them presented their fundamental advantages and some disadvantages, used in our practice. This paper was written on the basis of theoretical aspects’ research of the problem, on analysis and synthesis of scientific literature and on personal experience of teaching English during nearly

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Nagy, Imola Katalin. "In between Language Teaching Methods: Do We Need (to Know About) Methods at All?" Acta Universitatis Sapientiae, Philologica 11, no. 3 (2019): 119–39. http://dx.doi.org/10.2478/ausp-2019-0030.

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AbstractIn this study, we attempt to approach the problem of foreign language teaching from the viewpoint of language pedagogy development in different historical periods: from the grammar translation method through the audio-lingual approaches and up to communicative and post-communicative methods. We have come today to reconsider the role and status of language teaching not only because globalization has produced an increase in the number of speakers of English all around the world but also due to the fact that the issue of localization (of language teaching methods and techniques) has also

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You, Kyonmi. "Teachers’ Practices and Beliefs About Grammar Teaching." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 214. http://dx.doi.org/10.37546/jaltpcp2018-29.

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Even though grammar teaching plays a central role in most language classrooms, few investigations of teachers’ beliefs and practices in grammar teaching have been conducted. Hence, our understanding of how teachers teach grammar and of the thinking informing their instructional decisions is still underdeveloped. This study was conducted with two language teachers who were teaching at a private English language institute in Hawaii. Using multiple data sources, I investigated how the teachers approach grammar in their classrooms and explored the beliefs behind their instructional decisions. Even

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Asmani, Almodad Biduk. "A Case Study Analysis of Clt Methods to Develop Grammar Competency for Academic Writing Purposes at Tertiary Level." Humaniora 4, no. 2 (2013): 967. http://dx.doi.org/10.21512/humaniora.v4i2.3537.

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The purpose of the research project is to find out how effective grammar teaching and learning using the Principled CLT method can improve the ability of freshman Binus University students to understand and use grammar knowledge for academic writing purposes. The research project is expected to result in computer-animated format which can be used as one of the main tools in teaching and learning grammar at tertiary level. The research project applies the descriptive quantitative approach, and thus uses numeric data. The research project involves two subject groups, which are experimental and c

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Kayan, Adil, and İbrahim Seçkin Aydın. "The Effect of Computer-Assisted Educational Games on Teaching Grammar." World Journal of Education 10, no. 1 (2020): 117. http://dx.doi.org/10.5430/wje.v10n1p117.

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Discussions on how grammar should be taught have continued for decades. Previous studies have reported that today’s students called as Generation Z have shown negative attitudes toward grammar teaching with traditional methods and techniques, and that their academic achievements have failed to meet expectations. Not using methods and techniques that are consistent with the adopted philosophy of education hinders the success of this process. The study investigated the impact of computer-assisted instruction and correspondingly computer-assisted educational games on grammar academic achievement

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Duisenova, K., and Ye Turgunov. "LINGUISTIC METHODS USED IN SEMANTIC TEACHING SYNTACIS." BULLETIN Series of Philological Sciences 72, no. 2 (2020): 561–66. http://dx.doi.org/10.51889/2020-2.1728-7804.90.

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This article was discussed thethe linguistic methods used in semantic syntax training. In a semantic study of the syntax of the word prof. N. Kurmanova was guided by linguistic methods, taken into account in the technology of teaching phrase development. The article analyzes the question “What methods are effective in teaching the syntax of phrases?” and teaching collocation syntax by methods of system-structural analysis, modeling, syntagmatic analysis, valence analysis, opposition analysis, linguistic experiment, grammar analysis and cubism. Connecting word methods create forms of connecting

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Komovskaya, Elena Vital'evna. "METHODS OF GRAMMAR MATERIAL PRESENTATION IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." Philological Class 26, no. 2 (2021): 234–44. http://dx.doi.org/10.51762/1fk-2021-26-02-20.

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Avdienko, Irina, Kateryna Zhukova, Anna Kotova, Nataliya Rudaya, and Elena Kholodniak. "SPECIAL ASPECTS OF THE SECOND FOREIGN LANGUAGE TEACHING AT THE BASIC COURSE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 479–89. http://dx.doi.org/10.17770/sie2018vol1.3197.

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The aim of this work is to define special aspects of the second foreign language (SFL) grammar teaching at the basic course, because at Ukrainian universities the number of course hours for studying of the SFL is less than for the first one. This leads to more superficial learning of grammar material. In addition, it was believed that the grammar of the SFL can be taught in the context of the general course. The integration of vocabulary and grammar teaching hampered the thorough understanding of grammatical constructions by the students, as the study of the SFL came against the background of

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Farahani, Mehrdad Vasheghani. "An Investigation into Inductive and Deductive Methods in Teaching Grammar to German EFL Learners: A Comparative Study." Global Journal of Foreign Language Teaching 8, no. 2 (2018): 76–91. http://dx.doi.org/10.18844/gjflt.v8i2.3202.

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The present study was a comparative analysis of the inductive and the deductive methods in teaching English. Indeed, the major aim of the study was to compare the efficiency of these two approaches in teaching English grammar by inspecting students’ performance. To this purpose, two identical groups of German pre-service teachers were randomly selected to participate in this research. Then, two English grammar topics (future tense and conditional sentences) were taught to them by the usage of PPP method as the deductive approach and the guided discovery technique as the inductive approach. Reg

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Wibowo, Furqon Edi. "A Mind Mapping : A Strategy to Enhance Students’ English Grammatical Structure." Al-Lisan 5, no. 2 (2020): 213–29. http://dx.doi.org/10.30603/al.v6i2.1321.

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The goal of this review was to study about the implementation of Mind Mapping in teaching grammar in the second semester of students of the Department of English Education at IAIN Surakarta. Observation and documentation were the instruments for collecting the data. These instruments were used to collect data on the Mind Mapping process in grammar teaching, problems and solutions. The data analysis technique started with data reduction, data display and verification. First, the findings revealed that the implementation of Mind Mapping in teaching grammar was only used to provide an overview of

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Meiramova, Saltanat Akimovna. "Grammar teaching of EFL learners in context and through discourse approach." Bulletin of Toraighyrov University. Philology series, no. 4.2020 (December 15, 2020): 244–52. http://dx.doi.org/10.48081/imvn6091.

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In this article, the author analyses the teaching of grammar to students as a foreign language in the context and with a discursive approach. The author argues that this approach is a very important and necessary part of the process of understanding and perception, since the contextual meaning of a sentence tends to include much more than the literal meaning of the sentence. Therefore, a comprehensive study of this issue will help teachers improve grammar teaching methods in context and through a discursive approach. Moreover, scientists tend to side with the language socialization hypothesis

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Kosheleva, I. N. "ENGLISH GRAMMAR TEACHING ENHANCEMENT: FROM RULES TO REASON-BASED APPROACH." Bulletin of Kemerovo State University, no. 1 (April 25, 2018): 201–7. http://dx.doi.org/10.21603/2078-8975-2018-1-201-207.

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When describing grammar phenomena, many course-books comprise rules of thumb and turn students’ attention to the construction methods of grammar forms. However, in practice these rules can be abstract, not giving precise or full explanation to the language units. In some cases explanations don’t correspond to the examples from the authentic sources. The subject of this research is the problem of the effective teaching English grammar to the students of non-linguistic universities. The purpose of the article is to describe methods of teaching English grammar from the standpoint of meaning of th

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Wang-Chan-Zhou, Anna Alexandrovna, and Natalia Borisovna Ruzhentseva. "Methods of teaching rfl in the school course of russian grammar teaching for turkic-speaking students." Pedagogical Education in Russia, no. 6 (2021): 91–100. http://dx.doi.org/10.26170/2079-8717_2021_06_10.

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Surasmi, Wuwuh Asrining, Suparti Suparti, and Eka Fadilah. "Grammar Learning At Tertiary Level In Indonesia: A Curriculum Development Of Genre-Task Based Approach." International Journal for Educational and Vocational Studies 1, no. 8 (2020): 41. http://dx.doi.org/10.29103/ijevs.v2i1.1945.

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This article explores the grammar learning in two influential English language teaching (ELT) curriculum approaches to tertiary level and the potential approach to interweave them. The two prominent approaches shaping language learning in Indonesia are communicative language teaching (CLT) specified in Task-based Instruction and Genre approaches rooted in Systemic Functional Language (SFL). Given the various curriculum which comes and goes, bringing together with miscellaneous methods or approaches, it is urgently needed to adapt rather than adopt the wholesale methods or approaches by making

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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 (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 gr

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Peni, Kitri Katon. "THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ INTELLIGENCE." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 3, no. 2 (2018): 119–32. http://dx.doi.org/10.30957/ijoltl.v3i2.451.

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The research examines: (1) the effectiveness of Contextual teaching and learning (CTL) compared to grammar translation method in teaching reading, (2) effect of intelligence quotient to reading comprehension, and (3) interaction between teaching methods and the intelligence in teaching reading. The research was carried out at SMPN 14 Surakarta, using the experimental design assigning 72 students as sample. Data were collected using the documentary and test technique. To analyze the data, Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test were used. The results show that: (1) C

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