Positive Effects of Video-based Projects on the Communicative English Grammar Lessons

The present study investigates positive effects of video-based projects on communicative English grammar lessons in the Vietnamese context. A mixed method was used in which the responses of forty Vietnamese learners from a center of English as a foreign language (EFL) were analyzed. The online questionnaires and individual interviews were applied for investigating the perceptions of the learners in the effectiveness of video-based projects in communicative grammar lessons. To measure the dependent variables of the study, the two grammar tests were given to the learners as a pre-test and post-test. The findings propose that implementing video-based projects in communicative instructions of English grammar enhances the learners’ interests and motivation. Generally, the participants show improvements in their English grammar performances. In addition, applications of video-based projects supported the English assessment following the communicative approach in the EFL context. Hopefully, it might be an effective platform for the development of the learners’ self-directed learning abilities and jointly prepare learners for the uncertain changes in the post-Covid-19 era as well.

Schlüssel oder Peitsche? Schulgrammatik im Spagat

In 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.

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

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.

Functional grammar and teaching of Russian grammar in China

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.

An Evaluation of Grammar Lessons in Selected Moroccan ELT Textbooks

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.

Learners’ Attitudes towards Teachers’ switching to the mother tongue. The Case of Secondary school learners in Algeria

The current study investigated learners views towards the teachers' switching to the mother tongue in English as a foreign language (EFL) classes in secondary school in Algeria. It aimed at shedding some light on learners’ views towards the teachers’ switching to the mother tongue and different functions of code-switching (CS). A total of 120 secondary school learners participated in the study. The study concluded that learners have positive views toward the teachers' use of their mother tongue in EFL classes. It is used mainly to translate unknown vocabulary and explain grammar lessons.

The Impact of Focused Mini Grammar Lessons on Iranian EFL Learners’ Most Frequent Grammatical Errors in Writing

Corrective feedback (CF) is still a controversial issue among researchers. The present study took a new approach and investigated the effect of CF in the form of focused mini-grammar lessons with self-study materials in a group of 24 Iranian EFL learners at an Iranian language institute. The learners were randomly assigned into experimental and control groups; each class consisting of 12 male intermediate students aged between 14 and 17 years participated in the study for two and a half months All the participants produced 200-250 word writing samples in three pre-tests on pre-determined topics based on which their three most recurring grammatical errors were identified. Next, the learners in the experimental group received nine sessions of the treatment on their faulty structures. Both groups took part in three post-tests, and wrote on the same topics the results of which were assessed by two raters. Descriptive statistics revealed improvement of the experimental group; also inferential analysis of the data indicated significant progress resulting from CF contrary to some opposing suggestions in the literature.