Grammar as an “Art of Lettes” in Foreign Language Teaching (A Study of Teaching English Verb Tenses in Lower and Upper Secondary Schools)

Harťanská, Jana; Horváthová, Ivana; Gadusova, Zdenka

doi:10.2478/atd-2018-0005

Cited by 2 publications

(2 citation statements)

References 5 publications

(3 reference statements)

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“…Based on English Embedded Grammar Supplementation Teaching [4]. He believes that the microclassroom is the pulse of knowledge, and the curriculum knowledge points have been improved in many ways.…”

Section: Research Methods Of Microclassroom Designmentioning

confidence: 99%

Microclassroom Design Based on English Embedded Grammar Compensation Teaching

Yin

2021

Mathematical Problems in Engineering

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In recent years, as a new type of educational resource, microclassroom continues to attract the attention of many domestic and foreign scholars and professionals due to its short, convenient, and effective features. How to improve the quality and effectiveness of English grammar teaching has always been a concern of teachers. Researchers at all stages of education are also exploring effective teaching methods in the new era through the microclassroom model. This article aims to study the English embedded grammar supplementary teaching method and apply it to the design of the microclassroom mode. This article puts forward the definition of microclassroom and English grammar and conducts related research on microclassroom and English grammar teaching. It also proposes the theory of constructivism and the analytic hierarchy process, which are effectively applied to the experimental part of this article. The experimental part is designed from four aspects: research questions, research objects, test and survey questionnaires, and experimental research process. The experimental results of this article show that the embedded oral supplementary teaching in high school English teaching is in line with students' academic conditions and teaching rules and is taught in a microclass mode. Totally, 58.97% of students believe that this mode is more beneficial for in-depth mastery of basic knowledge.

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Section: Research Methods Of Microclassroom Designmentioning

confidence: 99%

Microclassroom Design Based on English Embedded Grammar Compensation Teaching

Yin

2021

Mathematical Problems in Engineering

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“…Numerous studies on second or foreign language teaching and learning highlight the significance of learner-centeredness (see among others Dang, 2006;Harťanská et al, 2018). One of the significant effects of the learner-centered focus in education is the effort to encourage learners to work more independently both in and out of the classroom (Moir & Nation, 2002) or, to put it differently, ensuring learner independence in language learning teaching environment which is later also called autonomy in the field of English Language Teaching (ELT) (Lamb & Reinders, 2005;Smith, 2008).…”

Section: Introductionmentioning

confidence: 99%

Vocabulary Learning Autonomy and Vocabulary Size of Turkish ELT Student Teachers: A Correlational Study

Kartal

Balcı

2021

Acta Educationis Generalis

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Introduction: In the related literature, knowledge of vocabulary is mentioned to be crucial as one of the crucial parts of language learning. Measuring learners’ vocabulary knowledge is regarded to be essential in that it provides both teachers and learners knowledge of the problematic areas and suggests some practical ways to improve the vocabulary learning process. It could be said that an autonomous learner is a leading actor in his own language learning process because, as stated by Nation (1998), learning is performed by the individual learner. Little (1995) asserts that learner autonomy should be set as an explicit goal in language learning contexts in that autonomy on the part of the learners plays a vital role in student success. So, we hypothesize that vocabulary learning autonomy has a significant influence on the learners’ vocabulary size. Methods: This study aims to investigate Turkish ELT student teachers’ vocabulary learning autonomy, vocabulary size, and the potential relationships between these two variables. Ninety-five student teachers in an ELT teacher education program at a university in Turkey participated in the study. The data were collected via two quantitative data collection instruments: Vocabulary Learning Autonomy (VLA) questionnaire and The Vocabulary Size Test (VST). The data were analyzed using descriptive statistics and correlations. As for the VST, the correct answers were counted, and an overall score was found. The participants’ scores were multiplied by 100 to get their total vocabulary size up to the 14th 1000 word-family level. As for the questionnaire, descriptive statistics (mean, frequency, standard deviation) were conducted. Results: The findings revealed that student teachers held a moderate level of vocabulary learning autonomy. The vocabulary size mean score was 77.14, which means that the participants had approximately enough vocabulary to deal with unsimplified written texts, and enough vocabulary to deal with unsimplified spoken texts. Additionally, there were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. However, the findings revealed non-significant correlations among all the VLA’s dimensions and the vocabulary size. Discussion: The findings regarding the participants’ vocabulary learning autonomy showed that the participants held a moderate level of vocabulary learning autonomy. This finding is essential in that one of the most important goals of education is encouraging learners to work more independently both in and out of the classroom (Moir & Nation, 2002). There were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. This finding, which is in line with Koller (2015), suggests that the participants feel capable of learning vocabulary items when they perceive themselves as responsible people instead of a teacher. Based on the results regarding vocabulary size, it is reasonable to conclude that the participants had approximately enough vocabulary for comprehension of unsimplified written texts and enough vocabulary for spoken texts based on Nation’s (2006) research reporting that learners need 8000 to 9000 word-family vocabulary for comprehension of unsimplified written texts and 6000 to 7000 word-family vocabulary for unsimplified spoken texts. Limitations: The research is limited to only first-year student teachers of English and the data consist of only quantitative data. Conclusion: The findings of the present study imply the need to foster vocabulary learning autonomy of learners in teacher education programs. Student teachers hold two identities as learners and teachers of the future. It is crucial to examine their readiness because there is a bulk of evidence in the literature that teachers’ readiness for autonomy affects their ability to foster their students’ autonomy. The findings of the present study imply the need to foster vocabulary learning autonomy and utilizing some strategies to improve vocabulary size.

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Grammar as an “Art of Lettes” in Foreign Language Teaching (A Study of Teaching English Verb Tenses in Lower and Upper Secondary Schools)

Cited by 2 publications

References 5 publications

Microclassroom Design Based on English Embedded Grammar Compensation Teaching

Microclassroom Design Based on English Embedded Grammar Compensation Teaching

Vocabulary Learning Autonomy and Vocabulary Size of Turkish ELT Student Teachers: A Correlational Study

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