Motivation and Multimedia Grammar Lessons

2019 ◽  
Author(s):  
Tahira Fida Hussain Abdul Hussain
Keyword(s):  
Grammar Lessons

scholarly journals Schlüssel oder Peitsche? Schulgrammatik im Spagat

2020 ◽  
Vol 48 (2) ◽  
pp. 336-388
Author(s):  
Marc Felfe
Keyword(s):  
Second Language ◽  
Error Correction ◽  
Common Ground ◽  
Linguistic Theory ◽  
Linguistic Knowledge ◽  
Future Teachers ◽  
Negative Image ◽  
Linguistic Awareness ◽  
Grammar Lessons

AbstractIn this essay I understand school grammar as academic grammar for future teachers. It aims at linguistic awareness, not linguistic knowledge, which is an essential common ground with grammar lessons at school. It is about exciting insights into the structure of language.In the first section, the discourse on school grammar is examined. I will put a focus on the cultivated negative image of school grammar in history and then contrast it with practical expectations of use. Thereafter the essential linguistic foundations are outlined, which have been neglected in school grammar for far too long, being afraid of linguistic theory: valency and constituency. Afterwards, the area of tension between first and second language in terms of school grammar will be explored. Finally, I sketch school grammar as a basis for error correction and evaluation.

scholarly journals Functional grammar and teaching of Russian grammar in China

2020 ◽  
pp. 119-129
Author(s):  
ZHIQIANG WANG ◽  
XINYI ZHAO
Keyword(s):  
Chinese Students ◽  
Current Situation ◽  
Russian Language ◽  
Speech Communication ◽  
Functional Grammar ◽  
Communicative Function ◽  
Grammar Rules ◽  
The Subject ◽  
The Russian Language ◽  
Grammar Lessons

The subject of this research is the implementation of the theory of functional grammar in teaching of Russian language grammar to Chinese audience. The object of this research is the functional grammar of A. V. Bondarenko and communicative function of G. A. Zolotova. Studying the theory of functional grammar of the Russian language and its application among the Chinese audience allows deepening the understanding of grammar rules and increase the efficiency of teaching Russian grammar to Chinese students. The article analyzes the current situation regarding the teaching of Russian grammar in China. Special attention is given to such question as the method of employment of the theory of functional grammar at the grammar lessons among Chinese audience. The novelty consist in the attempt to implement the theory of functional grammar in teaching of Russian language grammar to Chinese students. The article determines the flaws of the traditional structural grammar and merits of the functional grammar. It is revealed that the application of functional grammar would help the students to improve the command of grammar rules and speech communication.

scholarly journals Using WebCT to teach grammar selectively

2017 ◽  
Vol 16 (31) ◽  
pp. 83
Author(s):  
Kathleen Vance
Keyword(s):  
British Columbia ◽  
Communication Skills ◽  
Technical Communication ◽  
Limited Extent ◽  
Attractive Feature ◽  
Technology Program ◽  
Communication Course ◽  
Technology Programs ◽  
Institute Of Technology ◽  
Grammar Lessons

Teachers of business and technical communication are supposed to teach grammar, but only to a limited extent, according to the literature. Technology program faculty at the British Columbia Institute of Technology and employers of graduates want grammar to be taught, along with an ever-expanding list of other employment-related communication skills. In response to these demands, a series of eight mini grammar lessons was developed for students in four technology programs. The software WebCT was used to facilitate the development and delivery of the lessons, which formed a component of the students’ business and technical communication course. Exercises, self-tests, and quizzes used sentences from workplace documents from the students’ technologies in order to hold the students’ attention and to validate the study of language. For students, this online component proved to be an attractive feature of their course.

scholarly journals Grammar Lessons

2012 ◽  
Vol 38 (2) ◽  
Author(s):  
Sarah Fraser
Keyword(s):  
Grammar Lessons

scholarly journals Application of Resource–Based Learning (RBL) in Nigerian Language Teaching and Learning: The Case of Ìgbò Language

2020 ◽  
Vol 9 (1) ◽  
pp. 21-27
Author(s):  
Ugochi Happiness Ikonne,
Keyword(s):  
Key Words ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Independent Study ◽  
Foreign Languages ◽  
Oral Literature ◽  
Cultural Activities ◽  
Language Courses ◽  
Teaching Learning ◽  
Grammar Lessons

In this technological dispensation, foreign languages are already on board with ICT applications and advancement with different language courses online thereby encouraging independent study of these languages. Teaching and learning of Nigerian languages cannot be said to be at a comparable rank with these foreign languages in this respect. In view of the seemingly lack of interest in the Nigerian languages study ad usage, it is believed that the application of Resource-Based Learning in this scenario will rekindle interest as well as place Nigerian languages study in a comparable terrain with their foreign languages’ counterparts. This paper explored the possibility of applying Resource-Based Learning in the teaching and learning of Nigerian languages in this ICT dispensation. It is delimited to the application of RBL on the teaching/learning of Ìgbò grammar, culture and literature. Recommendations include creating of online Ìgbò grammar lessons, running audio/visual documentaries and cutting/burning into CDs, different cultural activities, different aspects of Ìgbò oral literature like, folksongs, folktales, ballads, anecdotes, lullabies, satires, getting learners to act out same etc. Text writers are encouraged to develop varieties of children’s literature and story books. Key Words: Resource-based Learning, teaching, learning and Ìgbò language.

scholarly journals An Evaluation of Grammar Lessons in Selected Moroccan ELT Textbooks

2019 ◽  
Vol 3 (2) ◽  
pp. 249
Author(s):  
Hassan Ait-Bouzid ◽  
Erguig Reddad ◽  
Yeou Mohamed
Keyword(s):  
Public High Schools ◽  
Visual Aids ◽  
Mixed Methods Approach ◽  
Textbook Evaluation ◽  
Teachers And Students ◽  
Second Year ◽  
Teaching Learning ◽  
Textbook Design ◽  
Grammar Lessons

This paper is built on the assumption that there are no perfect language teaching textbooks; therefore, it hopes to draw the attention of Moroccan ELT practitioners to the viability of using textbook evaluation to improve the quality of these teaching-learning materials. It aims to investigate ways in which grammar lessons are presented in three Moroccan second year Baccalaureate ELT textbooks currently used in public high schools. It examines the extent to which these lessons help both teachers and students meet the teaching-learning objectives. The study adopts a mixed methods approach and uses content analysis that combines both quantitative and qualitative data analysis techniques. Findings reveal that, although the three textbooks present their grammatical content in different ways, they succeeded in providing challenging grammar contents that suit the needs and interests of the learners. On the other hand, they demonstrate that these textbooks contain problems related to relevance of visual aids, gradation of grammar lessons and authenticity of grammatical examples. Finally, the study concludes with a number of implications that inform future EFL textbook design in Morocco.

Sign in / Sign up

Export Citation Format

Share Document