Meaningful and contextualised grammar instruction: what can foreign language textbooks offer?

Vold, Eva Thue

doi:10.1080/09571736.2017.1357745

Cited by 7 publications

(5 citation statements)

References 16 publications

(18 reference statements)

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“…In particular, this textbook should have the following characteristics: (1) present a variety of authentic ready-read texts as a model of the use of grammar; (2) presenting grammatical rules clearly, (3) presenting exercises that provide various examples of grammatical use to be done independently and to draw conclusion in form of linguistic patterns; (4) presenting exercises that force students to practice as many grammatical rules as possible; (5) presenting exercises that make students interact and do grammar peer correction. These indicators are in line with the typology of grammar exercises offered by Ellis, namely explicit description, data, and operations (Vold, 2020). Explicit description is the provision of exercises that allow students to conclude for themselves the grammatical rules they are learning; data is written or spoken text that is used to describe/accommodate the grammatical structure being studied; and operations refer to the exercises that the learner must do to master the grammatical structure being studied.…”

Section: Pedagogical Implication On Grammar Learning Strategies Of In...mentioning

confidence: 72%

The Learning Strategy for Indonesian Grammar: Students’ Perspective on Indonesian Language for Foreign Speakers

Pangesti,

Prihatini,

Fauzan

2023

JPP

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Foreign students face challenges in Indonesian language learning, especially grammar. Thus, they can use grammar learning strategies to understand grammar. However, research on grammar learning strategies from BIPA students’ points of view is still limited. In filling this gap, this study aims to analyze (1) strategies for learning Indonesian grammar for BIPA students and (2) the pedagogical implications of learning strategies for grammar for BIPA students. This research is a quantitative descriptive case study. The quantitative data were obtained from Grammar Learning Strategies (GLS) questionnaire. Furthermore, verbal data from respondents was obtained from semi-structured interviews. The research participants were 30 foreign students (BIPA students). Data were analyzed by using Likert-scale descriptive statistics and qualitative analysis consisting of transcription, codification, interpretation, validation, and drawing conclusions. This study found that the strategy most frequently used by BIPA students was social strategy (mean=4.28), followed respectively by metacognitive strategy (mean=4.15), cognitive strategy (mean=4.13), and affective strategy (mean=3.37). The pedagogical implication was that grammar learning needs to be designed by a contextual-communicative approach so that it can accommodate the preference of BIPA students’ learning strategies.

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Section: Pedagogical Implication On Grammar Learning Strategies Of In...mentioning

confidence: 72%

The Learning Strategy for Indonesian Grammar: Students’ Perspective on Indonesian Language for Foreign Speakers

Pangesti,

Prihatini,

Fauzan

2023

JPP

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“…Part 'want' in Table 1 confirms that communicative fluency is uneasy to achieve because they do not have adequate linguistic knowledge such as grammar and vocabulary. It is reinforced by some studies that indicate the communicative fluency can be acquired by students since they are given much more a chance to use the target language inside and outside the class (Agudo, 2020;Vold, 2020;Hsu, 2019;Haerazi & Irawan, 2020b). In developing the culture-based language learning materials, students are directed to strengthen their communicative competence.…”

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confidence: 99%

Developing Culture-Based English Instructional Materials to Improve Students’ Thinking, ELT Achievement, and Classroom Interaction

Prayati¹,

Haerazi²,

Irawan³

et al. 2020

Lingua Cultura

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The research aimed to provide students’ learning and target needs of incorporating culture-based English instructionalmaterials in enhancing students’ critical thinking skills, ELT achievement, and classroom interaction at the Central Lombok middle schools. The research was a quantitative study. The 350 students and 10 English teachers were involved in the research. The average of students’ age ranged from 12-13 years old, while the English teachers were certified Englishteachers at the middle schools. They had also been from five to seven years of teaching practice experience. The data were collected using a questionnaire to see the students’ and teachers’ needs that were focused on target needs and learning needs. The target needs comprised the learning goals, lacks, and wants, while the learning needs included learning inputs, students’ roles, and classroom management. The data were analyzed using some steps; computation, display, drawing conclusion, and verification processes. Based on the data analysis, the target needs show that students are expected to get English proficiencies by providing them various cultural materials, namely local arts, traditional games, traditional rates, traditional technologies, and traditional pieces of literature. It can bring them to think critically to improve ELT achievement and build classroom interaction. At the same time, the analysis of learning needs informs that students need an appropriate English learning approach. They show they have an intention to be autonomous learners.

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“…A different approach instead of the traditional ones is required by grammar instruction in the teaching of foreign language. Meaningful activities and drills should be able to help language learners to use correct tense, verb, or mode and they should be accessible to every language learner [35].…”

Section: Introductionmentioning

confidence: 99%

Coastal Students' Tense on Grammar Tense(s): A Rasch Model Analysis

satria¹,

Subroto²

2020

ujer

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Coastal students' tense on grammar really affects their grammar mastery. Mostly the factors of the tense are neither from their relationship, environment, nor personal matters. It is from their perception on grammar itself. The purposes of this study are (1) to identify the stressors; (2) to describe the impacts of the stressors on grammar ability. The method used was descriptive quantitative. The setting of the research was in one of the universities in Tanjungpinang, Riau Archipelago, Indonesia. The population of this research was the second semester students comprising 78 students in the academic year of 2018/2019. Questionnaire and grammar test were used to collect the data, and it was analyzed by using Rasch Model. This study revealed (1) from the 30 items of the questionnaire about the students' tense in academic and non-academic factors, only two items were the dominant stressors i.e. having grammar difficulties and facing grammar examinations and they were from the academic factors; (2) Those whose stress was high on grammar difficulties i.e. 29 (37.18%) students showed bad performance at grammar tenses but interestingly those whose stress was high on grammar difficulties i.e 17 (21.79%) students also had good performance at grammar tenses. There were 1 (1.28%) and 15 (19.23%) students who claimed that the grammar difficulties never and rarely stressed her or him but s/he went bad performance at grammar tenses. In fact, those whose claimed that the grammar difficulties rarely made them stressed had good performance at grammar tenses i.e. 16 (20.51%) students. Then, those whose stress was high on facing grammar examination i.e. 32 (41.03%) students had bad ability at grammar tenses. In contrary, those whose stress is high on facing grammar examination i.e. 17 (21.79%) students had also good performance at grammar tenses. The other students claimed that facing grammar examination rarely stressed her or him i.e. 1 (1.28%) got bad performance at grammar tenses; the other 2 (2.56%) students made good performance at grammar tenses. Facing grammar examination, 12 (15.38%) students who never stressed showed bad performance at grammar tenses and the other 14 (17.95%) students went good performance at grammar tenses. Therefore, students' tense on grammar tense(s) is the matter of perception which should be changed for better grammar mastery.

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Meaningful and contextualised grammar instruction: what can foreign language textbooks offer?

Cited by 7 publications

References 16 publications

The Learning Strategy for Indonesian Grammar: Students’ Perspective on Indonesian Language for Foreign Speakers

The Learning Strategy for Indonesian Grammar: Students’ Perspective on Indonesian Language for Foreign Speakers

Developing Culture-Based English Instructional Materials to Improve Students’ Thinking, ELT Achievement, and Classroom Interaction

Coastal Students' Tense on Grammar Tense(s): A Rasch Model Analysis

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