How to teach grammar

Hodgson, John

doi:10.1080/04250494.2020.1780827

Cited by 18 publications

(24 citation statements)

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“…Although these two words expose to have similar functional meanings, they apply different grammatical structures because "so" is a coordinator, but "therefore" is an adverb conjunct. From a usage-based perspective, students can learn such structures through texts because a text can provide the context of situation, which helps students make sense of individual items in relation to the other elements (Derewianka & Jones, 2016;Macken-Horarik et al, 2017;Thornbury, 2002).…”

Section: Discussionmentioning

confidence: 99%

Vietnamese EFL Students’ Use and Misconceptions of Cohesive Devices in Writing

Hung

2022

Sage Open

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As part of a larger project, this study explores Vietnamese college students’ use and concepts of cohesive devices in writing. Cohesion is a crucial element that ties components of a text together. Although the use of cohesive devices in L2 writing has been investigated by a large body of research, there is no such study exploring the effects of L2 learners’ misconceptions of this word class. One hundred sixty-eight academic reports of totally 67,400 words written by Vietnamese final-year English-majored undergraduate students were collected for data analysis. An email invitation was sent, and 23 students accepted to participate in semi-structured interviews which were audio-recorded for analysis. The findings showed that the students employed references, conjunctions, and lexical items the most frequently in writing. Interestingly, the students’ cohesion use and errors had similar patterns. The transcript analysis showed that the students’ misconceptions of some language items and writing requirements affected their choice of cohesive devices. The current study gives implications for teaching and learning of this word class in L2 contexts.

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Section: Discussionmentioning

confidence: 99%

Vietnamese EFL Students’ Use and Misconceptions of Cohesive Devices in Writing

Hung

2022

Sage Open

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“…Using grammar accurately enables students or other language learners and users to communicate efficiently and to avoid misunderstandings. Thornbury (1999) considers grammar a description of the rules for sentence formation, comprising the meanings that these forms bring. Grammar is not only a competence but also a skill, and as such must be considered and practiced, alongside the other skills.…”

Section: International Journal Of Education and Practicementioning

confidence: 99%

Alternative grammar teaching vs. traditional grammar teaching in Albanian tertiary education

Enesi

Strati²,

Trifoni³

2023

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Owing to the complex nature of the English Grammar, teachers of English language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students to master grammar structures though English teachers in Albania try hard to make grammar teaching as engaging as possible but through the traditional grammar teaching approach. The traditional approach and techniques have produced ineffective learning and inert knowledge problems. However, through alternative teaching approaches, especially the communicative one, students learn the language in all its three dimensions, form, meaning and use. This helps them to make use of grammatical structures meaningfully, accurately, and appropriately. With the view to investigate Albanian University lecturers’ perspectives in teaching English grammar in foreign languages departments in Albania, this research paper aimed to survey English Language lecturers’ most effective grammar teaching approaches and strongly suggest them teaching grammar communicatively. With the aid of a questionnaire, lecturers provided their opinions on the effectiveness of this alternative teaching approach and its impact on their students’ success. As an integral component part of language, as a mechanism that makes language move, grammar improves the quality as well as accuracy of English language writing and fluency, and the best approach to integrate it into English language teaching skills, should be applied by all English language lecturers. The questionnaire’s results show an integration of both approaches. Lecturers prefer teaching grammar communicatively to the traditional approach; however, they also use elements of the traditional one.

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“…2016). Grammar is a "sentence-making machine" because through good grammar mastery, the learner can arrange these vocabularies into useful, good and meaningful sentences (Thornbury, 2002). Further, Ur ( 2006) said, if one knows when, where and how to put these words, s/he will be able to use them and vice versa.…”

Section: Introductionmentioning

confidence: 99%

A Cognitive Linguistic Study of the Present Simple: An Experimental Study in the University of Baghdad

Aajami¹,

Rahmah²,

Khedr³

2023

JCEW

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Some research reports that cognitive grammar (CG) theory has good contributions to teaching English as a foreign language. In this research, the researchers seek to apply this theory and its principles when teaching the simple present tense to Iraqi students who face difficulties in differentiating between the multiple usages of this tense. To achieve this objective, the researchers have conducted an experimental study on a group of 60 Iraqi students in the University of Baghdad, College of Education for Women. Langacker’s (2003) theory has been adopted in the analysis of the cognitive relations to understand the common and different connections of these usages of the simple present. The study has concluded that the cognitive grammar theory contributed to improving the participants' capacity in comprehending, using the present simple, and in correcting the grammatical errors that they used to commit. Moreover, the theory helped the participants to differentiate between the simple differences of English tenses when they overlap.

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How to teach grammar

Cited by 18 publications

References 0 publications

Vietnamese EFL Students’ Use and Misconceptions of Cohesive Devices in Writing

Vietnamese EFL Students’ Use and Misconceptions of Cohesive Devices in Writing

Alternative grammar teaching vs. traditional grammar teaching in Albanian tertiary education

A Cognitive Linguistic Study of the Present Simple: An Experimental Study in the University of Baghdad

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