Teaching Grammar: Professional Needs of Saudi EFL Instructors

Almuhammadi, Anas

doi:10.5539/ijel.v10n3p14

Cited by 10 publications

(9 citation statements)

References 11 publications

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“…Readers may easily recognize the content of the text by selecting the appropriate words in sentence context. Proper grammar in students' narrative texts might present readers with much information (Almuhammadi, 2020;Jean & Simard, 2013;Uysal & Yavuz, 2015). Furthermore, it may help to minimize misunderstandings about the contents of the narrative text.…”

Section: Discussionmentioning

confidence: 99%

“…Transitivity analysis, a subnetwork of the ideational metafunction, investigates the content or experiential meaning (Fatinova et al, 2020;Pamungkas, 2018). It is a word for one part of grammar that organizes verb meanings depending on process types (Almuhammadi, 2020;Jean & Simard, 2013;Tobing & Pranowo, 2020). The term transitivity refers to the expression of a process that consists of doing, feeling, being, and taking actions that happen in social life.…”

Section: Introductionmentioning

confidence: 99%

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Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Agustina

Suarnajaya

2021

JPBI

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Language cannot be understood one at a time without considering contextual information about the current circumstances and culture. As a result, language can only be understood when individuals comprehend the circumstance and culture. This study aimed at identifying the process types that characterize the students' narrative texts. This study applied a descriptive qualitative method. The researcher collected the data from narrative texts. There were 28 students selected to be the subjects of this study. The collected data, presented in sentences and clauses, were analyzed using Halliday's transitivity system. Findings show that the process type that are dominantly used in the students' narrative texts are material, behavioral, intensive attributive, verbal, mental, and existential processes. The material process was the most common process type used because the students' subjects were connected to past figures. The findings in this study of the students' narrative texts demonstrate that the students must use the linguistic elements of a narrative text to give information. The purpose of text types in students' narrative texts is to encourage readers to imagine the words and sentence patterns used in the texts. It may help to minimize misunderstandings about the contents of the narrative text. As a result, while creating a narrative text, the students must employ the proper specific meaning, generic structure, linguistic characteristics, and language elements to stimulate readers' interest in providing necessary information while entertaining them.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Agustina

Suarnajaya

2021

JPBI

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“…Writing is one of the four language skills taught in Junior High schools in Indonesia (Febriyanti et al, 2017;Sadeli, 2020;Widiyarto, 2017). According to the 2013 Curriculum, the EFL learning goal is to develop the students' knowledge of text's social function, text structure, and language elements (Almuhammadi, 2020;Li, 2021). Aside from the social function, text structure, and language element, they are trained to write a text focused on its indicators, namely, writing a suitable title, writing a topic sentence, developing the topic sentence into a coherent paragraph, arranging supporting sentences coherently, constructing grammatical sentences, using appropriate words or phrases, using correct mechanics (Khatoony & Nezhadmehr, 2020;Octaberlina & Muslimin, 2020;Shahani & Tahriri, 2015).…”

Section: Introductionmentioning

confidence: 99%

Students’ Error in Writing Descriptive Text in The Junior High School Viewed from Its Indicators

Yani

2022

JPBI

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Students often make mistakes in writing descriptive texts about people, animals, objects, or procedures. When asked about the source of the error, they did not give a clear answer to the question, let alone an explanation of the source of the error. The purpose of this study was to analyze the types of errors made by students and find out why students made mistakes in writing texts. The method used in this study is a qualitative description. Fifteen seventh-grade junior high school students were the subjects in this study. Data collection was carried out by presenting tests to students to write three descriptive texts about people, animals, and procedures, and focus group interviews on finding out why students made mistakes. The data is based on seven indicators in writing, namely the title, main sentence, significant sentence development, sentence structure, grammar used, word use, and writing, and ten sources of errors that might cause students to make mistakes in writing. This study found that students made mistakes in describing people, animals, and procedures in the title, main sentence, significant sentence development, sentence structure, word choice, grammar, and mechanics. Meanwhile, the highest proportion of students' mistakes in writing is the students' indifference to their writing.

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“…The results confirm the findings of recent research works that are carried out on in the same Saudi EFL context. Almuhammadi (2020) claims that although teachers have the theoretical knowledge of various grammar teaching methods, they need to develop grammar instruction skills. Although Alghanmi and Shukri (2016) state that most teachers in their study (60%) are aware of the inconsistency between their beliefs and actual practices.…”

Section: Discussionmentioning

confidence: 99%

Revisiting Grammar Teaching in a Saudi EFL Context: Teachers’ Perceptions and Practices

Abduh¹,

Algouzi²

2020

AWEJ

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In language, meaning is conveyed and received through words and grammar. A phrase or a sentence is not a random collection of words. In the absence of grammar, words hang together without any real meaning. Thus, grammar plays an essential role in language teaching. With adequate grammar explanations in meaningful contexts and practice, some serious errors in learners' language can be avoided. This study aimed at examining the relationship between teachers’ perceptions of grammar teaching and their actual practices in a Saudi EFL context. Questionnaires and classroom observation checklists were used to gather information about teachers' perceptions of grammar teaching and to compare that with their practices. The paper sought to find answers to these questions: 1) What are teachers’ perceptions of grammar teaching? 2) Do teachers’ perceptions of grammar correlate with their actual teaching in EFL classes? 3) What are teachers’ perceptions of problems, if any, hindering their practice of grammar teaching? The sample consisted of 23 teachers who completed a questionnaire discussing their perceptions of grammar teaching and practice. Six of these teachers were observed teaching grammar in classes. The findings revealed that there was a negative correlation between teachers' perceptions of grammar teaching and their perceptions of their grammar classes. Also, there was a negative correlation between teachers' perceptions of grammar teaching and the observed classes. However, teachers' perceptions of their classes were mostly reflected in observation cards, and they were positively correlated. Further, the study revealed teachers' tendency towards traditional methods of teaching where the meaningful practice was overlooked.

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Teaching Grammar: Professional Needs of Saudi EFL Instructors

Cited by 10 publications

References 11 publications

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Students’ Error in Writing Descriptive Text in The Junior High School Viewed from Its Indicators

Revisiting Grammar Teaching in a Saudi EFL Context: Teachers’ Perceptions and Practices

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