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Relevant bibliographies by topics / Learner grammar books

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Journal articles

Academic literature on the topic 'Learner grammar books'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Learner grammar books"

1

Lewandowski, Marcin. "Learner perceptions of gender representation in EFL grammar books." Lingua Posnaniensis 56, no. 2 (2014): 61–72. http://dx.doi.org/10.2478/linpo-2014-0014.

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Abstract It seems that there are very few research themes in sociolinguistics that have been as thoroughly explored as gender representation in educational materials (notably in E FL textbooks). However, relatively little attention has been paid to how learners themselves perceive the images of men and women in teaching resources. T he present contribution has been written in an attempt to fill this gap. Drawing on the findings of two small-scale survey studies conducted among Polish university students, it addresses two major issues. T he first one concerns the extent to which the choice of m

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2

Daloglu, Aysegul. "EFL Students’ Beliefs about How They Learn Grammar Best." English Language Teaching 13, no. 10 (2020): 158. http://dx.doi.org/10.5539/elt.v13n10p158.

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Learner beliefs about how they learn a language best play a vital role in the instructional process and the role of grammar instruction has been a much-debated topic in the research and practice of EFL instruction. This study explores learner beliefs about how they best learn grammar focusing on four construct pairs: meaning-focused versus form-focused instruction, focus on form versus focus on forms, explicit versus implicit instruction, and inductive versus deductive grammar instruction. Data were collected through a survey from 927 preparatory year and undergraduate students at an English-m

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3

Jamil, Husnaini, Nur Agung, and Takdir Takdir. "Penyusunan Materi Ajar Al Nahw Al Whazhifi dan Penerapannya Dalam Pembelajaran Bahasa Arab Untuk Mahasiswa PAI IAI Muhammadiyah Sinjai." Alibbaa': Jurnal Pendidikan Bahasa Arab 1, no. 2 (2020): 175–96. http://dx.doi.org/10.19105/alb.v1i2.3571.

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Learning Arabic in Indonesia has been going on for several decades, especially since the presence of Islam in Indonesian society. However, difficulties in understanding it still overshadow the majority of students and educators from various backgrounds, ranging from elementary, secondary, to tertiary levels. Many solutions are offered to overcome these difficulties, one of which is by changing the orientation of Arabic learning which initially leads to mastery of grammar to increase the ability of learners in the use of grammar as a means of communicating with Arabic that is good and accurate.

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4

M, Chennappan. "The way of life that shows Nambiyaga Porul." International Research Journal of Tamil 3, no. 3 (2021): 108–13. http://dx.doi.org/10.34256/irjt21315.

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The development of grammatical literature is constantly changing according to the context in which it appears. On that basis, each of the Tamil grammar books records the biographical elements of the people who lived in the respective period. Nambiyaga Porul is the book that expands the internal grammar after the Iraiyanar Kalaviyalurai who gives grammar to the internal subject in the line of grammar. In that sense, the autobiographical grammar of Tholkappiyar grammar and Chandor's literature, which adapts it, expands the internal grammar and sets it up as a story show, showing new developments

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5

Barata, Paga Tri. "American English and British English: Vocabulary and Grammar Differences." Journal of Language Intelligence and Culture 1, no. 03 (2020): 224–37. http://dx.doi.org/10.35719/jlic.v1i03.26.

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American English and British English are the famous English varieties in the world, although there are lots of varieties in English, but AmE and BrE are the most famous, they have lots of differences each other and sometimes those differences make the new learner confused. This research examines about Grammar and Vocabulary differences between American and British English. The researcher uses Qualitative Approach in this research because the researcher explains the results of research in words form, while Library Research is type of research that researcher used, because the sources of this re

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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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7

Muzakky, Muhammad, Fahriany Fahriany, and Meli Aulia Utami. "The Process of Acquiring Declarative Sentence on Aphasia." Lingual: Journal of Language and Culture 11, no. 1 (2021): 3. http://dx.doi.org/10.24843/ljlc.2021.v11.i01.p01.

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The present study investigates the process of acquiring declarative sentences in aphasia language learners. This study seeks to address the question of how the process of an aphasia language learner to acquire declarative sentences. Using a case study, the process of interview was implemented to explore the subject's response toward this issue. The subject is an adult language learner who is 69 years old. The data were obtained from interviews and documents. The interview section was used to explore the process of acquiring declarative sentences, and the documents were used to check the validi

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8

Lalic, Ana. "L’INSEGNAMENTO DELLA COMPETENZA PRAGMATICA / TEACHING PRAGMATIC COMPETENCE." Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog fakulteta u Sarajevu, ISSN 2303-6990 on-line, no. 23 (November 10, 2020): 248–66. http://dx.doi.org/10.46352/23036990.2020.248.

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This paper aims to analyze the possibility of a diachronic approach to pragmatic competence in a foreign language. The main objective of the paper is to examine the methods that were used by the authors of grammar books published before the 20th century with the goal of ascertaining to what extent it was possible to teach pragmatic competence. The main hypothesis is that methods for teaching pragmatic competence existed even before the 20th century, but that complex theories and methodologies did not. To that end we adapt the modern speech act theory as a framework for analysis of grammars for

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9

Kalyany Ponnusamy, Nithya, Shanti C Sandaran, Nur-al Huda Hashim, and Iswaran Gunasegaran. "Evaluation of Year 6 KSSR English (SK) Textbook: Teachers’ Perspectives." LSP International Journal 8, no. 1 (2021): 67–80. http://dx.doi.org/10.11113/lspi.v8.17232.

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Textbook evaluation is the process for ensuring that the right textbook is selected for use in the teaching and learning scenario. During educational reforms, such as the adoption of the Common European Framework of Reference for the ELT scenario, textbook evaluation should be a crucial part of the textbook selection process. In Malaysia, with the adoption of CEFR, new books such as the Super Minds and Get Smart, which are imported textbooks, have replaced locally produced books. The Year 6 KSSR (SK) English textbook is currently still in use but would be phased out in the near future as part

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10

Moran, Jerome. "Spoken Latin in the Late Middle Ages and Renaissance." Journal of Classics Teaching 20, no. 40 (2019): 20–24. http://dx.doi.org/10.1017/s205863101900028x.

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Did educated people in the late Middle Ages and Renaissance use Latin routinely (Medieval Latin and Neo-Latin), rather than a regional vernacular, to conduct real-life conversations about ordinary, everyday matters? Were they taught how to do this in the schools of the day with the help of specimen written dialogues (colloquia)? Did their teachers use a Renaissance equivalent of the ‘direct method’, and did they teach Latin in the way that modern foreign languages are taught today? Or was spoken Latin, with a simulacrum of practical relevance to everyday life, a way of ‘bringing the subject to

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