Syntax Parsing: Implementation Using Grammar-Rules for English Language

2014 ◽  
Author(s):  
Madhuri A. Tayal ◽  
M.M. Raghuwanshi ◽  
Latesh Malik
Keyword(s):  
English Language ◽  
Grammar Rules ◽  
Syntax Parsing

scholarly journals THE AFFORDANCES OF THE FLIPPED CLASSROOM APPROACH IN ENGLISH GRAMMAR INSTRUCTION

2019 ◽  
Vol 4 (33) ◽  
pp. 95-106
Author(s):  
Huu Anh Vuong Nguyen ◽  
Choon Keong Tan ◽  
Kean Wah Lee
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Potential Method ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Teaching English ◽  
Structured Interviews ◽  
English Grammar ◽  
Qualitative Research Design ◽  
Grammar Rules

Recently, the flipped classroom instructional approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Vietnam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances perceived by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. The qualitative research design was adopted in the study. Thirty-four students majoring in the English language at a university in Vietnam attended a 10-week flipped grammar class. The instruments include semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Vietnam.

scholarly journals The Importance of Getting Automated Grammar Feedback via Grammarly, for Increasing Students' English Language Proficiency

2022 ◽  
Author(s):  
Michael Stefanus Soegiyarto ◽  
Radya Ayufa Putri ◽  
Samiaji Dwi Saputra
Keyword(s):  
Artificial Intelligence ◽  
University Students ◽  
Language Proficiency ◽  
English Language ◽  
Native Language ◽  
English Language Proficiency ◽  
Significant Part ◽  
Technological Advancement ◽  
Grammar Rules ◽  
To Receive

In the last decade, technology has played a significant part in human civilization. One example of technological advancement is the rise of Artificial Intelligence (AI) as a tool for learning. One digital application, namely Grammarly, is an AI tool used to edit sentences to eliminate grammar errors and deliver conciseness and engagement for the readers. We conducted research involving Indonesian university students, in which they do not possess English as a native language. Using this application to receive feedback and help with learning writing in English, we hope to find out how Grammarly as an AI tool for learning has a significant effect on English proficiency. The results showed that Grammarly had helped them form English sentences, learn grammar rules, and improve their writing performance overall.

scholarly journals THE COMMUNICATIVE GRAMMAR TRANSLATION METHOD: A PRACTICAL METHOD TO TEACH COMMUNICATION SKILLS OF ENGLISH

2018 ◽  
Vol 4 (2) ◽  
pp. 232 ◽  
Author(s):  
Andi Kaharuddin
Keyword(s):  
Learning Outcomes ◽  
Communication Skills ◽  
English Language ◽  
Practical Method ◽  
Communicative Language Teaching ◽  
New Method ◽  
Translation Method ◽  
Language Pedagogy ◽  
Grammar Rules ◽  
Grammar Translation Method

This paper is theoretically aimed at discussing how to teach communication skills (written and spoken) through a combination between the classic grammar translation and the modern communicative language teaching). The combination not only results in the formation of a new method which is here known as the communicative grammar translation method, but also in the formation of a new methodology in English language pedagogy which might be applied by English teachers to teach communication skills in the classrooms. The methodology of this new method consists of three special procedures i.e. The first is structural procedure which allows the learners to learn grammar rules and vocabulary. The second is transitional procedure which gives opportunity to the students to practice using the rules in translation and pronunciation drills. The third is communicative procedure which also gives the learners opportunity to use their knowledge of grammar and vocabulary in communicative activities. The implementation of the three procedures is believed able to achieve three learning outcomes i.e. making the learners able to deliver English basic communication both in spoken and written, promoting the learners’ language accuracy and fluency in communication, and improving the learner knowledge of grammar and vocabulary to enhance initiatives in communication.

scholarly journals Analysing Morphological Errors in ESL Graduating Students’ Writing based on Surface Structure Taxonomy

2021 ◽  
Vol 5 (3) ◽  
pp. 42
Author(s):  
Kamisah Ariffin ◽  
Norizul Azida Darus ◽  
Norhajawati Abdul Halim ◽  
Nurul Akmal Awang
Keyword(s):  
Surface Structure ◽  
Language Proficiency ◽  
English Language ◽  
Empirical Studies ◽  
Standard Form ◽  
Language Performance ◽  
English Grammar ◽  
Grammar Rules ◽  
Esl Learners ◽  
Graduating Students

Empirical studies have examined errors committed by ESL learners at different levels of study in terms of its inconsistency with the standard form of English grammar rules in general. This study, on the other hand, looked into the errors in the English morphological system of a language that deals with the minimal units of linguistic form and meaning. By understanding the errors from the morphological perspective, instructors may also be able to figure out the specific causal factors that can help devise their methods and approach to teaching. As the English language performance of the graduates in this country has been publicly lamented by employers, this study focused on the writing products of graduating students to see the common errors made and to understand the interfering factors so that any intervention initiatives to improve their English language proficiency can be objectively proposed. The data were procured from a mock writing exit test of 60 graduating students from a public university. The Theory Taxonomy of Dulay or Surface Structure Taxonomy framework was used for data analysis. The data were treated quantitatively in terms of frequency counts of errors occurred in each category. The findings indicate that the errors were prevalent in the Omission category, followed by Addition, Misformation and Misordering. This has significant pedagogical implications on developing intervention or remedial programmes for graduating students.

scholarly journals The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language

2021 ◽  
Vol 17 (1) ◽  
pp. 56-69
Author(s):  
Seth Amoah ◽  
Joyce Yeboah
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Oral Proficiency ◽  
Negative Evaluation ◽  
Efl Learners ◽  
Grammar Rules ◽  
Integrative Motivation ◽  
English Major ◽  
Speaking Confidence ◽  
Oral Presentations

One of the most important skills to acquire in learning a foreign language is speaking. It is however, viewed as one of the most difficult. This study involved the observation of non-English major students in the foreign language department of Nanjing Tech University. Its aim was to assess critically the factors that affect the speaking performances of Chinese EFL Learners, find out their motivational levels and explore ways to improve EFL proficiency. Two survey questionnaires, as well as an interview item, were constructed. Seventy-five respondents were conveniently sampled for the Chinese EFL learner’s speaking difficulty questionnaire and, the English motivational scale, and ten out of the Seventy-five were randomly selected to respond to the interview. The factors that inhibit speaking performances were categorized as either linguistic or psychological. The outcome of the study revealed that Chinese EFL learners have speaking problems that relate more to psychological factors like anxiety, fear of mistakes, unwillingness, and fear of negative evaluation than linguistic factors such as lack of vocabulary, pronunciation, insufficient knowledge of grammar rules, reading and oral presentation. Furthermore, the researchers investigated the motivational levels of respondents toward speaking English as motivation is considered a fundamental element in achieving oral proficiency. The findings showed that Chinese EFL learner’s instrumental motivations are slightly dominant than their integrative motivation. The study recommends that instructors or teachers should create a conducive environment that will help reduce anxiety or shyness and gather adequate strategies like regular oral presentations or classroom debates to boost EFL learners' speaking confidence.

scholarly journals Lazy or Dyslexic: A Multisensory Approach to Face English Language Learning Difficulties

2020 ◽  
Vol 13 (5) ◽  
pp. 34
Author(s):  
Yanilis Romero
Keyword(s):  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Public High School ◽  
Academic English ◽  
Minimal Pairs ◽  
Low Achieving Students ◽  
Grammar Rules ◽  
Tenth Grade ◽  
Specific Difficulty

An investigation was conducted to help weak academic English learners in a public high school in Colombia, as they seemed to be facing a learning specific difficulty called dyslexia. A focus group of ten students from ninth and tenth grade was the beneficiaries of the design, implementation, and assessment of five multisensory activities to help students decrease their struggles while learning the foreign language (English). For the present action research, five activities were applied during two academic terms (six months) where students were taught verbs, grammar rules, question words, and minimal pairs to help them do better while reading. Outcomes showed that low academic students tend to have a better performance when teachers target multisensory activities to assist them in their learning process related to grammar within the English sessions. Color-coded activities help low achieving students to exercise and remember more easily as senses are engaged while learning, reading exercises are better approached if their workload is split into smaller quantities compare to regular learners.

scholarly journals Analysing the Writing Skill Self-Efficacy of Students at English and German Language Teaching Departments

2021 ◽  
Vol 14 (11) ◽  
pp. 30
Author(s):  
Bilal Üstün
Keyword(s):  
Self Efficacy ◽  
English Language ◽  
Language Teaching ◽  
Personal Information ◽  
Morphological Characteristics ◽  
Two Dimensions ◽  
German Language ◽  
Quantitative Research Methods ◽  
Writing Skill ◽  
Grammar Rules

This study set out to examine the writing skill self-efficacy of students studying at English and German Language Teaching Departments in terms of various variables. Survey model, one of the quantitative research methods, was preferred. Participants who study at English and German Language Teaching Departments at a university in Turkey were the samples of the research. 103 students, in total, participated in the research, and 62.1% of them were female and 37.9% of them were males. As the data collection instruments in the research, “self-efficacy scale of writing skills for foreigners learning Turkish as a second language” and “personal information form” were used. The scale had two dimensions as “expression and morphological characteristics of writing” and “using grammar rules in writing”. As a result of the research, there were significant differences only in self-efficacy in using grammar rules dimension. In addition, female participants compared to males; participants studying German Language Teaching compared to English Language Teaching; and the fourth grade participants compared to the third grades were determined to have higher writing skill self-efficacy.

scholarly journals WRITING GRAMMATICAL SENTENCES: VOICES OF INDONESIAN UNDERGRADUATES IN EFL CLASSROOMS

2016 ◽  
Vol 16 (1) ◽  
pp. 14
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
English Language ◽  
Language Education ◽  
Explicit Learning ◽  
Sufficient Time ◽  
Extensive Reading ◽  
Study Program ◽  
Written Responses ◽  
Grammatical Competence ◽  
Grammatical Accuracy ◽  
Grammar Rules

Abstract      This study aims to explore perspectives of Indonesian undergraduates on factors that conceivably help them to write grammatical English sentences. The participants of the study were 40 students in a Procedural Writing class and an Extensive Reading class, at English Language Education Study Program, Dunia University, Indonesia (ED-DU); academic year 2014/2015. The data were collected through students’ written responses and interview. More specifically, the students responded to a statement asking their perspectives towards the issue. In the interview process, the researcher asked 3 participants to provide further clarification of the responses they have written. The findings provide some evidence that friends’ feedback, sufficient time to practice, and lecturer’s feedback are the primary factors perceived by the students. Besides, the overall results of the study would seem to indicate that possessing grammatical competence, specifically in writing the grammatical sentences, needs conscious focus on grammatical aspects through explicit learning of grammar rules and sufficient time to practice the rules, which the study posits as conceivable ways to enhance the students’ grammatical accuracy. Eventually, the study proposes possible pedagogical ideas to help the students to minimize their grammatical errors, as an attempt to support their roles as a future professional English teacher and language user.      Keywords: grammar, grammatical sentence, explicit learning, practice AbstrakPenelitian ini bertujuan untuk menyelidiki pandangan dari mahasiswa calon sarjana di Indonesia tentang faktor yang dapat membantu mereka untuk menulis kalimat bahasa Inggris dengan tata bahasa yang benar. Peserta dalam kajian ini adalah 40 mahasiswa di salah satu kelas Procedural Writing dan Extensive Reading, pada Program Studi Pendidikan Bahasa Inggris, Universitas Dunia Indonesia, tahun akademik 2014/2015. Data penelitian diambil dari respon tertulis mahasiswa dan wawancara. Secara lebih rinci, para mahasiswa merespon suatu pernyataan yang menggali pandangan mereka terkait dengan pokok persoalan tersebut. Dalam proses wawancara, peneliti meminta 3 peserta dalam kajian ini untuk menjelaskan lebih jauh tentang respon tertulis mereka. Hasil analisa data memberikan beberapa fakta bahwa umpan balik teman, waktu yang cukup untuk berlatih, dan umpan balik guru merupakan faktor utama yang disebutkan oleh para mahasiwa. Selain itu, keseluruhan hasil dari kaijan ini nampak mengindikasikan bahwa memiliki kompetensi ketatabahasaan, khususnya dalam menulis kalimat dengan tata bahasa yang benar, memerlukan fokus secara sadar pada aspek-aspek tata bahasa melalui pembelajaran eksplisit aturan ketatabahasaan dan waktu yang cukup untuk berlatih aturan tersebut. Pada akhirnya, kajian ini mengusulkan beberapa gagasan pedagogi yang mungkin dapat membantu para mahasiswa dalam mengurangi kesalahan tata bahasa mereka, sebagai suatu usaha untuk menunjang peran mereka sebagai guru bahasa Inggris dan pengguna bahasa yang profesional di masa yang akan datang.Kata kunci: tata bahasa, kalimat dengan tata bahasa yang benar, pembelajaran secara eksplisit, latihan

scholarly journals The Role of Explicit Knowledge, Noticing, and Attention in L2 Writing and Error Correction: Quantitative and Qualitative Analyses

2014 ◽  
Vol 5 (1) ◽  
pp. 499-520
Author(s):  
Hosni M. El-dali El-dali
Keyword(s):  
Foreign Students ◽  
English Language ◽  
Explicit Knowledge ◽  
Advanced Level ◽  
University Of Pittsburgh ◽  
Grammar Rules ◽  
English Language Institute ◽  
The University ◽  
Grammatical Structures

This study attempted to find answers for the following questions: (1) Are students errors in grammatical structures, as they will appear in their written output, due to deficiency in their conscious grammar rules, or to deficiency in their abilities to transfer this knowledge (if it exists) to other language tasks such as writing compositions in English?, and (2) Can conscious rules of grammar guide students' performance in monitoring (self-correcting) their written output once their attention is drawn to an error?.  The subjects of this study consisted of fifteen foreign students enrolled in the advanced level of the English Language Institute at the University of Pittsburgh. The instruments of this study were (1) questionnaire; (2) free composition; (3) unfocused correction and focused correction tasks; and (4) interviews.  The results of this study demonstrate, among other things, that deficiency in the subjects knowledge of grammar results in accurate composition writing and unsuccessful correction of errors, even if their attention is drawn to their errors.

scholarly journals Grammar Rules Matter: Should We Teach Inductively or Deductively?

2016 ◽  
Vol 21 (1-2) ◽  
pp. 31-39
Author(s):  
Ganesh Bastola
Keyword(s):  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Survey Questionnaire ◽  
Teachers Perceptions ◽  
Grammar Rules ◽  
Approach Method ◽  
English Language Teachers ◽  
Teaching Grammar

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 it made learners learn theoretical and pedagogical components in easier manner. Most importantly, the majority valued its relevance abruptly considering a wide repertoire of methods, techniques, activities and resources. A small number of respondents perceived it to be somehow irrelevant and rated it low. In addition, this study reveals that teachers believe in deductive approach as the best way to teach grammar. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page: 31-39

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