Relevant bibliographies by topics / Teaching, grammar, learning

Contents

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

Academic literature on the topic 'Teaching, grammar, learning'

Author: Grafiati
Published: 24 April 2022

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Journal articles on the topic "Teaching, grammar, learning"

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Andersen, Vibeke. "Nye tiltag i grammatikundervisningen." HERMES - Journal of Language and Communication in Business 15, no. 29 (March 3, 2017): 187. http://dx.doi.org/10.7146/hjlcb.v15i29.25703.

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The author discusses the disadvantages of traditional grammar teaching from a didactic and learning perspective. Traditional grammar teaching is typically based on a theoretical introduction by means of system-orientated grammars, followed by product-orientated training. Due to the disadvantages of traditional grammar teaching, the author suggests replacing system-orientated grammars with holistic grammars and product-orientated training with comprehension-orientated training. A holistic grammar integrates systemic and pragmatic linguistic description with a view to making grammar relevant and interesting to the learner, while comprehension-oriented training moves focus away from production and on to comprehension for the purpose of promoting learning.
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Chen, Zhaojun. "Grammar Learning Strategies Applied to ESP Teaching." Theory and Practice in Language Studies 6, no. 3 (March 21, 2016): 617. http://dx.doi.org/10.17507/tpls.0603.23.

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There are difficulties in learning ESP because of the characteristics of ESP and learners’ low grammatical competence. Grammar knowledge plays important roles in cultivating grammar competence, especially for ESP learning. There is the connection between grammar and learning strategies. Cognitive approach (deductive and inductive learning), communicative approach, and drills are beneficial to grammar learning. ESP grammar learning strategies can be classified into cognitive strategies, metacognitive strategies, affective strategies for learning grammar, and social strategies for learning grammar. Teachers can apply some strategies to ESP teaching.
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Roche, Jörg, and Ferran Suñer. "Metaphors and grammar teaching." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 89–112. http://dx.doi.org/10.1515/gcla-2016-0008.

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Abstract Despite the need for transparency and efficiency in explaining grammatical features to learners of a foreign language only very few systematic attempts have been undertaken to demonstrate the pedagogical added value of concept-based approaches to grammar instruction. The purpose of the paper is (1) to discuss the theoretical underpinnings of such an approach, to (2) present relevant theories of multimedia learning and (3) to summarize some empirical evidence on the efficiency of such an approach to language teaching and learning. The concept-based animated grammar, developed for German, uses a broad range of cognitive linguistic principles for foreign language learning in such areas as, for example, modal verbs or the passive voice.
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Giguashvili, Tsisana, and Dali Sanaia. "Teaching grammar in context and multilingual environment." International Journal of Multilingual Education X, no. 3 (November 11, 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 appropriate strategies and approaches fostering the proper learning process. Having a good command of a foreign language implies the acquisition of new language items and the development of all the skills and sub skills that cannot be achieved without knowing grammar as an important component for developing the receptive and productive skills. The paper aims at finding the efficient ways of teaching grammar in multilingual environment. For this purpose, the problems related to learning grammatical structures are identified and analyzed and their solutions are suggested. Reviewing the advantages and drawbacks of applying various approaches and strategies, the paper singles out teaching grammar in context and supports its utilization in the multilingual classroom with the findings demonstrated by the experiment conducted. The paper presents scholarly viewpoints regarding the above mentioned issues, inferences and concludes that the proper strategies, methods and approaches to teaching grammar should be determined considering the peculiarities of multilingual classroom so as to achieve the favourable learning outcomes.
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Edge, Julian. "Second language grammar: Learning and teaching." System 17, no. 3 (January 1989): 426–28. http://dx.doi.org/10.1016/0346-251x(89)90018-3.

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Rakhmawati, Fitri, and Widya Nirmalawati. "Grammar teaching at pre-service training program in Kampung Inggris (a case study on mastering system program)." Journal of Applied Studies in Language 1, no. 1 (December 18, 2017): 6. http://dx.doi.org/10.31940/jasl.v1i1.655.

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Kampung Inggris is a very popular English learning area as there are many English courses with various programs are offered. Mastering System is a pre-service training program at one of the leading courses in Kampung Inggris. They are devoted exclusively to graduates or instructors interested in teaching in formal or non-formal schools. The purpose of this research is to reveal the process of teaching Grammar on Mastering System program. This research is a qualitative research using case study design. Data was collected through interviews, observation, and document analysis. There were a total of 3 teachers and 5 students interviewed. Observations were made to find out how teachers and students perform the learning and teaching process in the Grammar class as well as outside the classroom. Documents used in the form of field notes, transcripts recording interviews, brochures, schedules and subject matter. Document analysis was done by organizing data, coding and reducing, and representing. Based on data analysis, it can be concluded that Grammar teaching process in MS program is carried out in two activities, namely Grammar class and Study Club. In classroom learning, instructors apply the PBL (Problem-Based Learning) method. In Study Club activities, teaching is done in tutorial with the delivery of material using CTL (Communicative Language Teaching). The purpose of Grammar teaching is for MS students to be able to improve Grammar understanding through the cases found in the giving of tutorials to juniors. In addition, MS students can practice firsthand how Grammar's teaching process before going to school. From the results of interviews and observations obtained the conclusion that the involvement of students actively in learning Grammar able to create effective learning.
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Nan, Chengyu. "Grammar and Grammaring: Toward Modes for English Grammar Teaching in China." English Language Teaching 8, no. 12 (November 12, 2015): 79. http://dx.doi.org/10.5539/elt.v8n12p79.

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<p>The value of grammar instruction in foreign language learning and teaching has been a focus of debate for quite some time, which has resulted in different views on grammar and grammar teaching as well as different teaching approaches based on different perspectives or in different language learning contexts. To explore some modes for grammar teaching in China on the basis of distinguishing grammar and grammaring, this research reviews briefly the current situations of grammar teaching at colleges in China and the various teaching modes adopted in different teaching contexts. Two teaching modes are suggested, linguistic mode and story-telling mode, which may activate inquiry learning and active learning. Linguistic mode, which emphasizes the dual features of grammar learning, is more reasoning-centered than knowledge-centered and is designed from linguistic and academic perspective for advanced learners. Story telling mode, which focuses on smooth communication in different contexts, is more skill-centered than rule-centered and is designed from social and communicative perspective for beginners. Exploring the modes for teaching grammar from linguistic and social perspectives will be a pilot study for inquiring other aspects of grammar teaching as well as for teaching grammar to the learners of other languages.</p>
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Yanto, Elih Sutisna, Ghyarlina Triyani, and Hikmah Pravitasari. "ENGAGING STUDENTS IN A FLIPPED CLASSROOM INSTRUCTION: JUNIOR HIGH SCHOOL GRAMMAR PROGRAM." Research and Innovation in Language Learning 3, no. 2 (June 1, 2020): 123. http://dx.doi.org/10.33603/rill.v3i2.3468.

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The importance of grammar pedagogy in learning and teaching of foreign language has been the focus of discussion for many years which has resulted in a variety of views on grammar and grammar teaching and different teaching approach as well depend on various perspectives and contexts of language learning. The present study reports students’ perception on flipped classroom mode in learning English grammar. Drawing on classroom action research through reflective journal, photo elicitation and interviews data. Qualitative findings show that: All of the students enjoyed watching the video materials and had an interest in using them for learning grammar; (2) the use of the flipped classroom mode in learning grammar made students’ independent and active in learning grammar; (3) flipped classroom engaged them in learning grammar in different discourse contexts; (4) flipped classroom mode motivated students in learning grammar. The findings of this study may be useful to other researchers who are interested in EFL teaching innovation or teachers who seek effective grammar teaching method.
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Sadighi, Firooz, Sara Shafie, and Hashem Mazaherzade. "Iranian EFL Teachers’ Creativity and their Grammar Learning and Teaching Beliefs." International Academic Journal of Humanities 05, no. 01 (June 1, 2018): 19–25. http://dx.doi.org/10.9756/iajh/v5i1/1810002.

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Kavytska, Tamara, and Viktoriya Osidak. "ASSESSMENT FOR LEARNING IN TEACHING GRAMMAR TO TERTIARY STUDENTS." АRS LINGUODIDACTICAE, no. 2 (2018): 45–55. http://dx.doi.org/10.17721/2663-0303.2018.2.06.

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Background: The importance of grammar in building foreign language competence is indisputable, especially as learners advance in proficiency. In terms of teaching grammar, as Larsen-Freeman suggests, it is less about polishing grammar abilities and skills but more about localizing a grammar problem. Therefore, many researchers insist that it is assessment that can provide feedback about students’ progress and problems and make a strong contribution to the improvement of grammar performance through feedback analysis. Assessment is viewed in this case as a tool of managing, revisiting and redesigning the FL training. Purpose: This objective of this paper is to show evidence of how interaction between assessment and teach­ing grammar to tertiary students can yield substantial learning improvements. The article also aims at discussing the empirical research carried out by the authors in order to reveal gaps in English grammar acquisition. Discussion: The research, described in the paper, is designed in such a way that it could provide valid feed­back from two perspectives: a student receives information about their progress to monitor language acquisition and improve performance whereas a teacher makes use of the information for the efficient management of the 55 educational process. The feedback received by the teacher enables effective filling the gaps in students’ grammar competence by restructuring the learning content and selecting appropriate teaching techniques. The research framework of the study has utilized the following steps: 1) defining objectives of testing grammar in tertiary school and identifying the objects for assessment; 2) developing a grammar test construct; 3) designing the test; 4) pilot­ing the test; 5) analyzing the test results; 6) conducting a self-assessment survey among students (n=63). Results: The study presented in the article has provided reliable evidence of substantial learning improve­ments as a result of using assessment in educational contexts in terms of classroom management.
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Dissertations / Theses on the topic "Teaching, grammar, learning"

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Borg, Simon. "Teacher cognition in second language grammar teaching." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284617.

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Tuomas, Petra. "Learning Grammar : A study of upper secondary level students’ attitudes and beliefs concerning the learning of grammar." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21438.

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The communicative approach to language learning is widely taught in Western education, and yet its predecessor, the grammar-translation method, is still commonly employed in other parts of the world. In Sweden, the increasing popularity of the communicative approach is often justified by the high level of students’ communicative skills (Öhman, 2013). At the same time, students’ written texts and speech contain many grammatical errors (Öhman, 2013). Consequently, being aware of their tendency to produce grammatical errors, some students express beliefs regarding both the explicit and implicit learning of grammar (Sawir, 2005; Boroujeni, 2012). The objective of this thesis is to gain more knowledge regarding students’ beliefs concerning the learning of English grammar at the upper secondary level, in Sweden. With this purpose a survey was conducted in two schools in Sweden, where 49 upper-secondary English students participated. Qualitative and quantitative methods were applied to process the collected data. Despite some difference in the participants’ ages, there were many similarities in their attitudes towards the teaching and learning of grammar. The results show that the participants in both schools believe that only by applying both, explicit and implicit methods, can they obtain a high level of language proficiency. The results of this study can help teachers in planning different activities that enhance the students’ knowledge of grammar.
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Poyatos, Matas Cristina. "Exploring grammar learning and teaching as a student-centred process /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18762.pdf.

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McClure, Ellah Sue. "Six Middle School Language Arts Teachers' Beliefs about Grammar and their Teaching of Grammar while Participating in a Professional Learning Community." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/10.

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Historically, English language arts educators have strongly disagreed about the role of grammar instruction in students’ literacy development (Weaver, 1996; Mulroy, 2003), and despite the importance of teachers’ beliefs and the continuing controversy over grammar instruction, few studies have explored teachers’ beliefs about the role of grammar instruction in English language arts education. The purpose of this qualitative, interpretive research was to investigate six middle school English language arts teachers’ beliefs and practices related to grammar and the teaching of grammar. Social constructivism (Fosnot & Perry, 2005) and phenomenology (Schutz, 1967; Seidman, 1998) served as theoretical frameworks for the study. Four questions guided the research: (1) What are teachers’ definitions of “grammar” as related to the teaching of English language arts? (2) What are teachers’ beliefs about “grammar” and the teaching of grammar in English language arts? (3) What are teachers’ reported sources of knowledge for grammar and the teaching of grammar in English language arts? (4) How does a professional development course on grammar instruction influence teachers’ beliefs? Data collection and analysis for this study occurred over a ten-month period. Data sources included an open-ended questionnaire; three in-depth, phenomenological interviews with each teacher (Seidman, 1998) before, during, and after the professional learning course; teacher artifacts and emails; field notes and transcriptions from videotaped course sessions; and a researcher’s log. Constant comparison (Glaser & Strauss, 1967) was used to analyze data, and richly descriptive participant portraits (Merriam & Assoc., 2002) report the findings. Trustworthiness and rigor have been established through adherence to guidelines for establishing credibility, confirmability, dependability, and transferability (Lincoln & Guba, 1985). The participants defined grammar in terms of rules, correctness, communication, and in relationships with various forms of literacy. They believed that students gain power through a mastery of Standard American English, grammar instruction is necessary to bolster students’ performance on standardized tests, and both traditional and innovative methods for teaching grammar are valuable. They found the collaborative professional learning course to be worthwhile and useful for developing innovative approaches to grammar instruction. Finally, they reported a need for more easily accessible Internet resources for teaching grammar.
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McClure, Ellah Sue. "Six middle school language arts teachers' beliefs about grammar and their teaching of grammar while participating In a professional learning community." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-11122006-225340/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Dana L. Fox, committee chair; Lori N. Elliott, Laurie B. Dias, Mary P. Deming, Marti Singer, committee members. Electronic text (201 p.) : digital, PDF file. Description based on contents viewed July 11, 2007. Includes bibliographical references (p. 184-194).
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Sizemore, Mary L. "Personalized Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984240/.

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The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized learning lab and a blended learning method. The study obtained quantitative results from a pre and post-tests, a general survey and writing assignment rubrics from three English 1301 classes and then follow-up interviews with focus groups from each class to explore those results in more depth. In the first phase, quantitative research questions addressed the relationship of grammar teaching methods and grammar acquisition with students at a two-year technical and academic college. In the second phase, used focus groups to perform qualitative interviews to better explore the quantitative results.
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Bidin, Siti Jamilah. "The effect of discourse-based grammar teaching on second language learning : the case of tense usage." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408598.

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Lugoloobi-Nalunga, Maureen. "Teaching English grammar : A study of approaches to formal grammar instruction in the subject English in Swedish upper secondary school." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65459.

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The main aim of the present study was to identify examples of practical grammar instruction methods in an EFL/ESL classroom in Swedish upper secondary school. Data was collected through classroom observations and interviews. Four interview sessions were carried out with five teachers, and twelve observations were conducted in four different English classes. There are conflicting views and attitudes towards the role and place of grammar in EFL/ESL classrooms, but the participants agreed that the main goal of grammar instruction is to help students develop communicative skills. The interview results showed that four of the participants prefer inductive approaches, while the fifth regards deductive approaches as more effective. Characteristics such as student motivation, learning style, and experiences are considered equally vital for the choice of grammar instruction and application. The grammar instruction methods chosen and discussed are based on traditional structuralism, behaviourism, and the progressive natural approaches. Consistent with previous research, an eclectic grammar instruction approach was observed that blends both implicit and explicit methods to meet different learners’ needs. The methodologies which are often practically applied include grammartranslation, audiolingualism, and content- and/or task-based instruction. Nevertheless, a communicative framework using the communicative language teaching methodologies is often in the foreground, resulting in a Systemic Functional Grammar, SFG, approach.
Huvudsyftet med den aktuella studien var att identifieraexempel på praktiska grammatikundervisningsmetoder som används i ämnet engelska som andra- och/eller främmandespråk på gymnasienivå i Sverige. Data samlades in genom klassobservationer och intervjuer. Fyra intervjusessioner genomfördes med fem lärare och det gjordes även tolv klassrumobservationer i fyra olika klasser. Deltagarna hade motstridiga åsikter och attityder angående grammatikens roll och plats i klassrummet, men de var överens om att huvudsyftet med grammatikundervisning är att hjälpa eleverna att utveckla kommunikativa färdigheter. Intervjuresultaten visar att fyra av lärarna föredrar induktiva metoder, medan den femte betraktar deduktiva ansatser som effektivare. Egenskaper såsom lärstil, elevernas motivation och erfarenheter betraktas som lika avgörande för olika metodval och tillämpning. De valda grammatikundervisningsmetoderna som diskuteras i denna uppsats baseras på traditionell strukturalism, behaviorism samt de progressiva, naturliga tillvägsgångsätten. Ett eklektiskt tillvägagångssätt som blandar både implicita och explicita metoder för att möta elevernas behov observeras, vilket är i linje med tidigare forskning. De metoder som ofta praktiskt tillämpas innefattar bland annat grammatik-översättning, audiolingualism samt innehålls- och/eller uppgiftsbaserade instruktioner. Ett kommunikativt ramverk med kommunikativa språkundervisningsmetoder är ofta i förgrunden, vilket resulterar i ett tillvägsgångsätt med fokus på systematisk funktionell grammatik, SFG.
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Yamada, Hiroshi. "Developing 21st century skills in language teaching: A focus on English education in Japan." Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263736.

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京都大学
新制・課程博士
博士(人間・環境学)
甲第23275号
人博第990号
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 金丸 敏幸, 教授 桂山 康司, 准教授 笹尾 洋介, 教授 田地野 彰
学位規則第4条第1項該当
Doctor of Human and Environmental Studies
Kyoto University
DGAM
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Rosén, Anna. "Honest Mistakes : A study of grammatical mistakes in Swedish pupils’ production of oral English, with a focus on grammar teaching." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2148.

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When speaking a language, whether it is our first or second language, grammatical mistakes will be made. The aim of this essay is to look into what kinds of mistakes some Swedish learners of English make when speaking English and to analyze why these mistakes are made. The essay also aims at looking into what grammar teaching can look like in Sweden and how some teachers look upon their students’ oral proficiency.

The method used for this study was a qualitative one, namely interviews. Twelve students, eight in grade seven and four in grade nine, and two teachers were interviewed. During the interviews with the students a dictaphone was used. When interviewing the teachers notes were taken, and these have been the foundation of the analysis.

The results showed that many of the mistakes made by the students seemed to originate in transfer from their first language. Preposition mistakes, for instance, were made in 20% of the cases and they mainly originated in interference with their first language.

Verbs turned out to be the area where most mistakes were made, followed by prepositions and pronouns. 50% of the mistakes made by students in grade nine were verb mistakes, whereas the students in grade seven made verb mistakes in 33% of the cases.

This study further shows that the teachers had a good grasp of what their students know, and do not know, but there were some mistakes the learners made which the teachers did not mention. Finally, the study showed that spoken language is in focus within the classroom. Students are allowed to make mistakes, even though the interviewed teachers find grammar important.

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Books on the topic "Teaching, grammar, learning"

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Harmer, Jeremy. Teaching and learning grammar. London: Longman, 1991.

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Second language grammar: Learning and teaching. London: Longman, 1987.

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Learning and teaching English grammar, K-12. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall, 2005.

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Dykes, Barbara. Grammar for everyone: Practical tools for learning and teaching grammar. Camberwell, Vic: ACER Press, 2007.

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J, Linden Myra, ed. Teaching and learning grammar: The prototype-construction approach. Chicago, IL: BGF Performance Systems, 2001.

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Locher, Miriam A., 1972- author, ed. Teaching and learning (Im)Politeness. Boston: De Gruyter Mouton, 2015.

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Benati, Alessandro G., and Sayoko Yamashita, eds. Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49892-2.

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Frank, Christine. Grammar in action: Awareness activities for language learning. Englewood Cliffs: Prentice-Hall, 1987.

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Frank, Christine. Grammar in action: Awareness activities for language learning. Englewood Cliffs, N.J: Prentice-Hall International, 1987.

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Xing, Janet Zhiqun. Teaching and learning Chinese as a foreign language: A pedagogical grammar. Hong Kong: Hong Kong University Press, 2007.

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Book chapters on the topic "Teaching, grammar, learning"

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Larsen-Freeman, Diane. "6. Functional grammar." In Language Learning & Language Teaching, 115–33. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.12.08lar.

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Trendak, Olga. "Investigating Grammar Learning Strategies." In Second Language Learning and Teaching, 65–92. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12433-9_3.

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Bielak, Jakub, and Mirosław Pawlak. "Pedagogical Options in Grammar Teaching." In Second Language Learning and Teaching, 89–137. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-27455-8_4.

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Bielak, Jakub, and Mirosław Pawlak. "Introduction to Cognitive Grammar." In Second Language Learning and Teaching, 7–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-27455-8_2.

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Pawlak, Mirosław. "Knowledge of L2 Grammar." In Second Language Learning and Teaching, 1–15. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84879-8_1.

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Mystkowska-Wiertelak, Anna, and Mirosław Pawlak. "Issues in Grammar Learning and Teaching." In Second Language Learning and Teaching, 1–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20856-0_1.

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Mystkowska-Wiertelak, Anna, and Mirosław Pawlak. "Input-Oriented Approaches to Grammar Teaching." In Second Language Learning and Teaching, 61–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20856-0_3.

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McCarthy, Michael. "Grammar, language teaching and language learning." In Innovations and Challenges in Grammar, 127–37. 1st. | New York : Routledge, 2020. | Series: Innovations and challenges in applied linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429243561-8.

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Chniti, Yasmine. "Testing Grammar in an EFL Context." In Second Language Learning and Teaching, 311–27. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62884-4_15.

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Williams, Geoff. "Using Systemic Grammar in Teaching Young Learners: An Introduction." In Literacy Learning and Teaching, 197–253. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-15151-6_5.

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Conference papers on the topic "Teaching, grammar, learning"

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Belenkova, Nataliya, and Viktoriya Davtyan. "TEACHING ADULTS: GRAMMAR AND LEXICAL CORRELATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0342.

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Xuemei, Tang. "Concordance-based learning and teaching of grammar." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028856.

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Nugraha, Sidik Indra, Fauzi Miftakh, and Kelik Wachyudi. "Teaching Grammar through Data-Driven Learning (DDL) Approach." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.68.

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"An Experimental Analysis of Task-based Teaching Method in Japanese Grammar Teaching." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71141.

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Zhao, Qiaomei. "College English Grammar Teaching Guided by Constructivism Learning Theory." In Proceedings of the 2019 International Conference on Contemporary Education and Society Development (ICCESD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccesd-19.2019.21.

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Seçilmişoğlu, Ceren. "THE EFFECTS OF FLIPPED LEARNING MODEL IN TEACHING ENGLISH GRAMMAR." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0528.

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Sujana, I. Made, Edy Syahrial, A. Arifuddin, and Lalu Thohir. "Designing Blended Learning for Teaching English Grammar at Higher Education." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.125.

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Chernobylskaya, Irina, Irina Likhacheva, V. Byakhova, and M. Molchanova. "POSSIBLE WAYS OF TEACHING ENGLISH GRAMMAR TO NON-LINGUISTIC EFL STUDENTS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0781.

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Palekha, Katherine, Liliya Akhmerova, and Julia Kapralova. "SOME ASPECTS OF GRAMMAR "NONTRADITIONALITY" IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1901.

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Hazriani, Tsuneo Nakanishi, and Akira Fukuda. "Introducing the case grammar concept to object-oriented movie context description." In 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2016. http://dx.doi.org/10.1109/tale.2016.7851801.

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