A Study on the Effectiveness of English Grammar Teaching and Learning in Chinese Junior Middle Schools

Ji, Chunyi; Qiang, Liu

doi:10.17507/tpls.0811.24

Cited by 4 publications

(4 citation statements)

References 5 publications

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“…Furthermore, grammar is always an obstacle for most Chinese students in the learning process of English. As Ji points out, long-standing mechanical and deductive teaching methods used by English grammar instructors in China impede learners from clearly explaining the target language [16]. Under the influence of the traditional English instructing method, most Chinese students lack the ability to applicate the language.…”

Section: Wrong Lexical and Syntactic Usagementioning

confidence: 99%

Problems in English Writing Caused by Differences Between Chinese and English Thinking Patterns and Coping Strategies for Chinese

Peng¹

2023

Proceedings of the 2nd International Conference on Education, Language and Art (ICELA 2022)

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The present study compared the differences between Chinese and English thinking patterns and the problems it poses for Chinese students in English writing, which aims to provide strategies to reduce the occurrence of Chinglish writing and enhance the authenticity of the articles. After reviewing the literature, this paper found that: 1) dialectical argumentation is a common writing method in Chinese, which can result in an ambiguous thesis statement in English writing. Both Chinese instructors and students require deep awareness of logical thinking and apply it to English writing and teaching; 2) Unlike the straightforward structure of an essay in English, the Chinese tend to omit details in writing, which hinders readability and comprehension of English writing. For different writing goals, Chinese students are expected to organize different structures of English writing based on rational thinking; 3) Diverse language conventions are also an essential factor affecting Chinglish writing, reducing the criticality and reliability of the article. Proper usage of English expressions can effectively support Chinese students in achieving correct and authentic English writing. This paper contributes to supplementing academic research gaps, such as the problems that Chinese students encounter in English writing under the influence of Chinese-English thinking differences. It is necessary to inspire future researchers to investigate comprehensive strategies to tackle Chinglish writing and approaches to the instruction of writing. Also, it is helpful to arouse the interest of both teachers and students in exploring and acquiring the differences between Chinese and English thinking, increasing the effectiveness of teaching and learning.

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Section: Wrong Lexical and Syntactic Usagementioning

confidence: 99%

Problems in English Writing Caused by Differences Between Chinese and English Thinking Patterns and Coping Strategies for Chinese

Peng¹

2023

Proceedings of the 2nd International Conference on Education, Language and Art (ICELA 2022)

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“…Although English grammar teaching is not only a classroom teaching task, it is undeniable that the effect of classroom teaching is more important than tutoring after class [7]. When learners make the same subject predicate mistake for the first time, teachers should correct it in time to avoid forming the wrong habit.…”

Section: Pay Attention To the Error Correction Timeliness In The Earl...mentioning

confidence: 99%

Review of the Acquisition of Third Person Singular Form on Chinese EFL Learners

Ma¹

2022

Proceedings of the 2022 3rd International Conference on Language, Art and Cultural Exchange（ICLACE 2022)

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In today's world, English no longer simply represents a language, but represents a right to participate in global communication, which makes more and more people begin to learn English. As a large country of English learning, China has included English into the scope of the college entrance examination. In the process of English learning, due to the different language phenomenon between Chinese and English, the errors of verb using is one of the most common grammatical point, and it is also the pain point of Chinese learning grammar for a long time. In this paper, I briefly introduce the importance of learning the third person singular and the problems faced by learners in learning the third person singular and the teaching difficulties that teachers need to pay attention to in the teaching process. These all bases on the situation of Chinese people learning English.

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“…Furthermore, instructors' low qualification levels related to the use of modern technology results in various difficulties when they are asked to adopt new technology-based teaching methods. Therefore, delivering knowledge in interactive and motivating ways that increase students' role in the classroom and give them control over their individual differences is still problematic (Ji & Liu, 2018). Based on these shortcomings, which affect students' academic achievement, and on the perspective of the advantages of the flipped classroom, the study aims to investigate the effect of this new approach on the academic achievement of Najran University undergraduate students.…”

Section: Problem Statement and Research Questionsmentioning

confidence: 99%

The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

Masadeh

2021

International Journal of Pedagogy and Teacher Education

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<p>The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method. </p>

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A Study on the Effectiveness of English Grammar Teaching and Learning in Chinese Junior Middle Schools

Cited by 4 publications

References 5 publications

Problems in English Writing Caused by Differences Between Chinese and English Thinking Patterns and Coping Strategies for Chinese

Problems in English Writing Caused by Differences Between Chinese and English Thinking Patterns and Coping Strategies for Chinese

Review of the Acquisition of Third Person Singular Form on Chinese EFL Learners

The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

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