Comments on Stephen D. Krashen's "Teaching Issues: Formal Grammar Instruction". The Effect of Formal Grammar Teaching: Still Peripheral

1993 ◽  
Vol 27 (4) ◽  
pp. 722 ◽  
Author(s):  
Stephen D. Krashen
Keyword(s):  
Grammar Instruction ◽  
Formal Grammar ◽  
Grammar Teaching

Comments on Stephen D. Krashen's "Teaching Issues: Formal Grammar Instruction". Two Readers React

1993 ◽  
Vol 27 (4) ◽  
pp. 717 ◽  
Author(s):  
Patsy M. Lightbown ◽  
Manfred Pienemann
Keyword(s):  
Grammar Instruction ◽  
Formal Grammar

scholarly journals The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

2016 ◽  
Vol 9 (7) ◽  
pp. 70 ◽  
Author(s):  
Bayan Alghanmi ◽  
Nadia Shukri
Keyword(s):  
Learning Styles ◽  
Teacher Development ◽  
Classroom Environment ◽  
English Language ◽  
Classroom Practices ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
English Language Institute ◽  
The Relationship

<p>Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers’ beliefs of grammar and grammar instruction as well as their practices in the classroom. This case study investigates the relationship between teachers’ beliefs of grammar and grammar instruction and their instructional practices. In the first stage, a sample of 30 teaching faculty members at the English Language Institute (ELI) at the University of Jeddah (UJ), in Saudi Arabia completed a survey discussing their beliefs related to grammar instruction. In the second stage, ten of these teachers were observed in classroom in order to explore the relationship between their beliefs and practices. In the third and final stage, open-ended questions were distributed to the teachers after the observations to better understand the factors that influence their beliefs. The findings reveal that teachers’ beliefs are indeed reflected in their classroom practices. Students’ proficiency level, attitudes toward the language, needs, learning styles, classroom environment, and teacher development are six factors that influence the transformation of teachers’ beliefs regarding grammar and grammar instruction into practices. These findings will help broaden the discussion on how to improve the quality of grammar teaching, particularly in the Saudi EFL classroom.</p>

Metaphors and grammar teaching

2016 ◽  
Vol 4 (1) ◽  
pp. 89-112 ◽  
Author(s):  
Jörg Roche ◽  
Ferran Suñer
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Empirical Evidence ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Added Value ◽  
Grammar Instruction ◽  
Passive Voice ◽  
Modal Verbs ◽  
Grammar Teaching

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.

scholarly journals Perceptions of lecturers on grammar with regard to the four skills teaching

2018 ◽  
Vol 10 (4) ◽  
pp. 307-311
Author(s):  
Fatih Yavuz ◽  
Kubra Sik
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Specific Reference ◽  
Educational Systems ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Proficiency Level ◽  
Formal Instruction ◽  
Grammatical Accuracy ◽  
Shed Light

Abstract With the rise of communicative approaches in modern educational systems, grammar teaching has started to be a controversial issue among researchers. Whether formal instruction of grammar is essential for learners to attain high levels of accuracy in language learning process still remains as a subject to debate. Therefore, this paper focuses on the perceptions of in-service lecturers about grammar teaching, specifically about effectiveness of grammatical accuracy on writing and speaking activities. Data was collected using a questionnaire which is adapted from Jean and Simard (Foreign Language Annals, Vol. 44, No. 3, 2011) targeted the lecturers’ beliefs and perceptions about the effectiveness of formal grammar instruction. With specific reference to lecturers’ beliefs, this study discusses the data obtained from quantitative analysis of the questionnaire which shed light on this issue. This study reveals that for lecturers, formal instruction of grammar is inevitable to attain high proficiency level in writing activities. For speaking activities, however, lecturers do not think that grammar is an essential part of language learning process.

Formal Grammar Instruction. Another Educator Comments

1992 ◽  
Vol 26 (2) ◽  
pp. 409 ◽  
Author(s):  
Stephen D. Krashen
Keyword(s):  
Grammar Instruction ◽  
Formal Grammar

scholarly journals The Dative Case for Comprehension-Based Grammar Teaching

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Zeddari Ikbal
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Target Language ◽  
Grammar Instruction ◽  
Contrastive Analysis ◽  
Grammar Teaching ◽  
Dative Alternation ◽  
Dative Case ◽  
Linguistic Analyses ◽  
Explicit Grammar Instruction

This paper presents a comprehension-based model for explicit grammar instruction. It is argued that the process of grammar teaching and learning can better be treated as a communicative event with content drawn from pedagogically relevant aspects of contrastive linguistic analyses of the first language (L1) and the the second language (L2). Within a task-based pedagogy, L2 learners can be engaged in concept-forming activities that allow them to develop an understanding of the target grammatical features to facilitate later interlanguage restructuring. This model is illustrated with an exercise in the English dative alternation based on a contrastive analysis of this lexico-syntactic phenomenon in English, the target language and Moroccan Arabic, the students’ L1.

scholarly journals “Grammar Scares Me”: An Exploration of American Students’ Perceptions of Grammar Learning

2020 ◽  
Vol 3 (12) ◽  
pp. 124-135
Author(s):  
Pouya Vakili ◽  
Reda Mohammed
Keyword(s):  
Grammar Instruction ◽  
Grammar Teaching ◽  
Grammar Learning ◽  
American Students ◽  
Teacher Training Programs ◽  
Post Test ◽  
Low Performance ◽  
Linguistic Transfer ◽  
Teachers Attitudes ◽  
Analytic Skills

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 grammar influence their current perceptions and future teaching of grammar. These meanings may leave students with some ambivalent and, at times, misinformed views about grammar. Therefore, in this paper, we report on American students’ perceptions of grammar learning and the extent to which these perceptions are (dis)associated with their grammar performance. Twenty-three American students enrolled in a grammar class in a Midwestern university were given a pre-and post-test divided into three sections, two of which report on their perceptions and one section covers their grammar knowledge. The results of the pre-test suggest that most participants perceived grammar learning as unimportant or irrelevant and such findings correlate with their low performance on the grammar section of the test. However, such perception has been reversed in their post-test responses as they performed higher in the grammar section. The findings suggest that understanding students’ perceptions and using explicit grammar teaching is beneficial in building their scientific knowledge of the world, enhancing their analytic skills, and reducing their fear of grammar.

scholarly journals The Place of Grammar Instruction in the 21st Century: Exploring Global Perspectives of English Teachers towards the Role of Teaching Grammar in EFL/ESL Classrooms

2021 ◽  
Vol 11 (1) ◽  
pp. 9
Author(s):  
Mohammad H. Al-khresheh ◽  
Suheyla Demirkol Orak
Keyword(s):  
English Teachers ◽  
Educational Background ◽  
Vital Role ◽  
Target Language ◽  
Grammar Instruction ◽  
Snowball Sampling ◽  
Grammar Teaching ◽  
Self Confidence ◽  
Teaching Grammar

This study explores the perspectives held by English teachers around the world regarding the role of teaching grammar in EFL/ESL classrooms and whether the divergence in these perspectives is influenced by variables such as gender, country, seniority, or educational background of the participants. To accomplish these objectives, a comprehensive questionnaire survey from literature comprising 46 items was carried out on a group of 304 participants from 22 countries who were voluntarily involved in this study using the snowball sampling method. Descriptive statistical methods were deployed for accurate data analysis. The findings revealed that the participants had a positive and constructive attitude regarding the importance of grammar instruction and were in unanimous agreement that good grammatical skills enabled the faster acquisition of proficiency in the target language. The participants agreed that grammatical mistakes’ immediate correction was detrimental students’ self-confidence levels and considered unnecessary interruption. These views highly influenced teaching methods and classroom practices. An overwhelming majority preferred an inductive and explicit approach to grammar teaching. It was concluded that while statistical differences in age, gender, and educational background did not influence the participants’ perspectives, seniority and country of origin played a vital role in these beliefs. After due consideration of these findings, a comprehensive discussion of the pedagogical implications and recommendations has been presented in this study.

scholarly journals Input vs. intake in formative assessment and explicit grammar teaching Do the students understand what we are talking about?

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Lenka Garshol
Keyword(s):  
Formative Assessment ◽  
Case Studies ◽  
English Language ◽  
Grammar Instruction ◽  
Language Curriculum ◽  
Inverted Classroom ◽  
Grammar Teaching ◽  
Language Classrooms ◽  
Explicit Grammar ◽  
Grammar Knowledge

The relevance of explicit grammar instruction in foreign language classrooms has been discussed widely in the past, but there is no consensus regarding what is the best approach or how much time should be spent on explicit grammar teaching. This paper presents the results of three studies which focus on students’ knowledge of explicit grammar, their understanding of metalinguistic terminology, and their ability to correct agreement errors in their texts as a response to formative assessment. In the first study, the effect of different types of formative feedback on the improvement in agreement marking accuracy was tested. As there were no statistically significant differences found, two follow-up case studies were conducted to test the possible causes of the observed lack of effect. The first of the case studies tested the effect of formative assessment in a process writing task, but there was only limited effect found. The second case study focused on testing explicit grammar knowledge and understanding of metalinguistic terminology in an inverted classroom setting. The results suggested that the understanding of metalinguistic terminology was rather low, and the knowledge of explicit grammar was varying. The students found the task difficult. The Norwegian English language curriculum gives the teachers freedom to choose their methods and only sets requirements for the results of the students. These three studies show that there is a need for a discussion of the relevance, methods, and extent of explicit grammar teaching and the use of metalinguistic terminology in formative assessment in English language classrooms in Norway.

scholarly journals Toward Fluent Speaking: Spoken Grammar Instruction in EFL Classrooms

2018 ◽  
Vol 5 ◽  
pp. 25
Author(s):  
Thao Nguyen
Keyword(s):  
Real Life ◽  
Grammar Instruction ◽  
High Stakes ◽  
Grammar Teaching ◽  
Efl Classrooms

Grammar teaching in EFL classrooms is high-stakes, which can raise anxiety when students try to speak. This also results in their lack of natural and authentic English. The presenter introduces an effective way to help students decrease such anxiety to enhance confidence for more fluency in real-life conversations

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