scholarly journals Teaching Grammar: Professional Needs of Saudi EFL Instructors

2020 ◽  
Vol 10 (3) ◽  
pp. 14
Author(s):  
Anas Almuhammadi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching Methods ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
English Grammar ◽  
Professional Needs ◽  
Efl Teachers ◽  
Teaching Grammar

Grammar teaching has been a long tradition in EFL instruction in various parts of the world and Saudi Arabia is no exception to this. However, various approaches to teaching grammar have emerged over a period of time. For this, professional development (PD) programs are designed to meet the EFL teachers’ needs by enabling them to use a range of approaches and techniques. To do this successfully, professional needs analysis of teachers is essential. The present study investigates the beliefs of teachers regarding the use of various teaching approaches for grammar teaching and their need for professional development (PD). Questionnaire survey was conducted among 50 randomly chosen EFL teachers at a public sector university. The results showed that EFL teachers deem grammar as a foundational framework for teaching English as a foreign language. Furthermore, grammar is thought to be a major factor in developing accuracy and correct use of EFL. Moreover, the teachers have the theoretical knowledge of various grammar teaching methods using TBL, PBL and CLT. However, they need to develop practical skills for grammar instruction. Thus, the study recommends that the universities in Saudi Arabia need to arrange regular PD programs so that the EFL teachers with modern methods to teach English grammar successfully.

scholarly journals The Effectiveness of Using Games for Developing Young Learners’ Grammar Competence

2019 ◽  
Vol 16 (2) ◽  
pp. 49-61
Author(s):  
Polona Lilić ◽  
Silva Bratoz
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Review Of The Literature ◽  
Teaching English ◽  
Grammar Teaching ◽  
English Grammar ◽  
Young Learners ◽  
Teaching Grammar ◽  
Meaningful Communication

The main aim of this paper is to explore the effectiveness of using games in teaching English grammar to young learners. Today there is an overall agreement among researchers in foreign language teaching and language acquisition that grammar should be taught at all levels of instruction, including to young learners, bearing in mind that it should be considered in the context of meaningful communication. The paper first presents a review of the literature in the area of grammar teaching and using games for language teaching purposes. The second part presents the results of an experimental study aimed at testing the hypothesis that activities based on grammar games are a more efficient strategy for teaching grammar than more traditional ELT activities. The results of the experiment prove the efficacy of using grammar games in teaching grammar to young learners.

scholarly journals Grammar teaching of EFL learners in context and through discourse approach

2020 ◽  
pp. 244-252
Author(s):  
Saltanat Akimovna Meiramova
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Efl Learners ◽  
Grammar Teaching ◽  
Research On Teaching ◽  
Teaching Grammar ◽  
Meaningful Interaction ◽  
Contextual Meaning ◽  
Comprehensive Study ◽  
Discursive Approach

In this article, the author analyses the teaching of grammar to students as a foreign language in the context and with a discursive approach. The author argues that this approach is a very important and necessary part of the process of understanding and perception, since the contextual meaning of a sentence tends to include much more than the literal meaning of the sentence. Therefore, a comprehensive study of this issue will help teachers improve grammar teaching methods in context and through a discursive approach. Moreover, scientists tend to side with the language socialization hypothesis and hold that grammar in a first or second language is acquired through the learner’s repeated and meaningful experience with contextualized discourse, in which grammar is a structural resource that may or may not get explicitly analyzed by the learner as she or he observes and/or engages in meaningful interaction. In this regard, the author has made thorough research on teaching grammar as a foreign language and aims to address practical teaching issues and to help teachers find the possible ways to benefit students.

scholarly journals The Impact of Different Teaching Strategies on Teaching Grammar to College Students

2018 ◽  
Vol 8 (3) ◽  
pp. 340
Author(s):  
Ali Hashemi ◽  
Samran Daneshfar
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Law Students ◽  
Accounting Students ◽  
Grammar Instruction ◽  
Teaching Techniques ◽  
Grammar Teaching ◽  
Grammar Knowledge ◽  
Teaching Grammar ◽  
The Impact

Grammar is considered critical to the ability to use language. Grammar teaching is an issue that provokes strong feelings and attitudes. Grammar teaching is particularly prominent in English as a foreign language (EFL) settings as it is perceived that without a good grammar knowledge, language development will be seriously inhibited. In the current study, we used three grammar instruction techniques including “the Deductive Technique”, “the Inductive Technique”, and “the Implicit Technique”. 80 college students, studying different fields in Abbar, Zanjan, participated in the study. They were assigned to three experimental groups for each of the three teaching techniques. The Deductive group consisted of 31 law students, both boys and girls, the Inductive group comprised 27 boy and girl accounting students, and there were 28 IT students in the Implicit group. The results of data analysis indicated that these groups performed differentially in certain respect. Meanwhile, the Inductive group exceeded the other groups in their performance.

scholarly journals EFL Teachers’ Perceptions of Grammar Instruction in Oman: Challenges and Recommendations

2019 ◽  
Vol 7 (12) ◽  
pp. 20
Author(s):  
Yaqoub Obaid Al-Qutaiti ◽  
Mohaida Mohin
Keyword(s):  
Grammar Instruction ◽  
Teachers Perceptions ◽  
Grammar Teaching ◽  
Efl Teachers ◽  
Teacher Trainers ◽  
Teaching Grammar ◽  
Practical Recommendations

Teachers of English and other concerned educators try hard to make their students be fluent and accurate users of English. In order to achieve that aim, they should ensure that they have students who rarely or never make language errors. During their studying period, students must see the difficulties, challenges, and rewards of using the language correctly and accurately. They have to obtain a better understanding of how language is structured and interconnected logically. More importantly, EFL teachers and other educators should enhance the idea of how students can use correct English in their lives inside and outside classrooms. The main purpose of this study is to investigate EFL teachers’ perceptions pertaining to grammar teaching, correction of students’ grammatical mistakes and the challenges that are prevalent when teaching grammar in the Omani context. In addition, the study advocates some practical recommendations to EFL teachers, supervisors, teacher trainers, curriculum developers and assessment officers ascribed to grammar teaching.

Investigating EFL Teachers’ Beliefs Concerning Teaching Grammar of “SUNRISE” Curriculum in Duhok High Schools

2020 ◽  
Vol 9 (2) ◽  
pp. 253
Author(s):  
Abbas Z. Malla ◽  
Nawzar M. Haji
Keyword(s):  
High School ◽  
High Schools ◽  
Data Collection ◽  
Foreign Language ◽  
English As Foreign Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Beliefs About Teaching ◽  
Teaching Grammar

This research studied English as Foreign Language (EFL) teachers’ beliefs towards grammar teaching of Sunrise curriculum in Duhok high schools. The study aimed to investigate teachers' beliefs about teaching grammar of Sunrise curriculum, identifying the practices that English teachers prefer to use in teaching grammar, and the difficulties that they face in grammar teaching classes. The participants were in-service EFL teachers of Duhok governorate high schools. Questionnaires and interview were the two instruments used for data collection. The results showed that high school EFL teachers in Duhok do indeed possess a set of excellent beliefs, but their practices are not compatible with their beliefs for various complicated reasons.

scholarly journals Grammar and Grammaring: Toward Modes for English Grammar Teaching in China

2015 ◽  
Vol 8 (12) ◽  
pp. 79 ◽  
Author(s):  
Chengyu Nan
Keyword(s):  
Language Learning ◽  
Foreign Language Learning ◽  
Grammar Instruction ◽  
Story Telling ◽  
Advanced Learners ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
Social Perspectives ◽  
English Grammar ◽  
Teaching Grammar

<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>

scholarly journals Application of Massive Open Online Course to Grammar Teaching for English Majors Based on Deep Learning

2022 ◽  
Vol 12 ◽  
Author(s):  
Minghui Du ◽  
Yiqun Qian
Keyword(s):  
Deep Learning ◽  
Foreign Language ◽  
Learning Ability ◽  
Classroom Teaching ◽  
English Learning ◽  
Massive Open Online ◽  
Teaching Resources ◽  
Grammar Teaching ◽  
English Grammar ◽  
New Knowledge

The study aims to explore the roles of Massive Open Online Courses (MOOCs) based on deep learning in college students’ English grammar teaching. The data are collected using a survey. After the experimental data are analyzed, it is found that students have a low sense of happiness and satisfaction and are unwilling to practice oral English and learn language points in English learning. They think that college English learning only meets the needs of CET-4 and CET-6 and does not take it as the ultimate learning goal. After the necessity and problems in English grammar teaching are discussed, the advantages of flipped classrooms of MOOCs are discussed in English grammar teaching. A teaching platform is constructed to study the foreign language teaching mode under MOOCs, and classroom teaching is combined with the advantages of MOOCs following the principle of “teaching students according to their personalities” to improve the listening, speaking, reading, writing, and translation skills of foreign language majors. The results show that high-quality online teaching resources and the deep learning-based teaching environment can provide a variety of interactive tools, by which students can communicate with their peers and teachers online. Sharing open online communication, classroom discussion, and situational simulation can enhance teachers’ deep learning ability, like the ability to communication and transfer thoughts. Constructivism with interaction as the core can help students grasp new knowledge easily. Extensive communication and interaction are important ways for learning and thinking. The new model provides students with profound learning experience, expands the teaching resources of MOOCs around the world, and maximizes the interaction between online and offline teachers and students, making knowledge widely rooted in the campus and realizing the combination of online resources and campus classroom teaching. Students can learn the knowledge through autonomous learning and discussion before class, which greatly broadens the learning time and space. In the classroom and after class, the internalization and sublimation of knowledge are completed through group cooperation, inquiry learning, scenario simulation, display, and evaluation, promoting students to know about new knowledge and highlighting the dominant position of students.

scholarly journals English as a Foreign Language (EFL) Teacher's Perceptions and Use of Mobile Devices and Applications

2019 ◽  
Vol 5 (2) ◽  
pp. 190-202
Author(s):  
Elias Bensalem
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Public Universities ◽  
Mobile Technologies ◽  
Tertiary Level ◽  
Online Questionnaire ◽  
Personal Learning ◽  
Efl Teachers

This paper reports on a study of how a group of tertiary level EFL teachers perceived and used mobile devices in their teaching and personal learning. One hundred and fifty teachers (66 female, 84 male) from public universities in Saudi Arabia completed an online questionnaire. Results showed that the majority of participants used mobile devices and applications in their teaching and learning. Survey data showed that the vast majority of teachers had positively perceived and frequently used mobile technologies in their teaching and personal learning. In addition, there was a correlation between teachers’ use of mobile technologies in their teaching and their use in learning. There was also a correlation between how teachers perceived the value of mobile technologies in learning, and how they use them in their teaching.

APPROACHES AND EFFECTIVE METHODS OF INSTRUCTION IN THE FOREIGN LANGUAGE FOR SPECIAL PURPOSES

2021 ◽  
pp. 17-20
Author(s):  
O. Kuznetsova ◽  
V. Zlatnikov
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Professional Communication ◽  
Foreign Languages ◽  
Present Stage ◽  
Professional Needs ◽  
Number Of Factors ◽  
Wide Range ◽  
Teaching Grammar ◽  
Practical Recommendations

At the present stage of expanding international contacts in various fields of activity for students it is becoming increasinglyimportant to expand their knowledge of languages outside of everyday foreign language (English). Learning foreign languages hasa number of benefits, including facilitating effective communication and building partnerships, business and military relationships with people from other countries/cultures. Since there are a number of factors that affect the effective acquisition of a foreign language in the context of bilin gualism, modern methods of teaching foreign languages have their own characteristics, considering the target areas and standards. There are many approaches to foreign language teaching developed at the end of the last centurythat have become widely used in teaching foreign languages for special purposes in higher education at the present stage of learning. The range of teaching methods varies depending on which aspects of language acquisition they emphasize – from teaching grammar to the lexicographic component of modern English-language culture of business and professional communication, which are seen as an element of communication skills of young military and civilian professionals [1]. As there is a wide range of different approaches and methods of teaching a foreign language for professional purposes used in lessons, the question will be whether there is evidence that some methods are more effective in acquiring and maintaining acquired skills. The article presents practical recommendations for motivating students to free oral/written communication in a foreign language, taking into account professional needs; the sequence of stages at which new programs for studying a foreign language of special purpose are logically executed, and also offers concerning a vocabulary is provided. The article evaluates and analyzes the latest trends in the methodology of teaching foreign languages, which provides a basis for effective study of a foreign language for professional purposes, taking into account the communicative orientation military, business and professional communication.

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.

Sign in / Sign up

Export Citation Format

Share Document