ABSTRACT
Grammar is considered as an effective evaluation of learners’ competence. Along whith vocabulary, it is acknowledged by many researchers and educators as crucial part in language acquisition. The Grammar Translation method used for a long time caused that students were demotivated by learning language separatedly from contexts. Hence, there are numerous studies showing the effectiveness of inclusion grammar instructions in communicative approach. The paper aimed at exploring teacher’s perpectives on the changes in teaching grammar in Vietnamese context. The qualitative approach was employed in line with a focus group interview of teachers in order to get reliable data. The findings showed that there were three main difficulties
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The levels of changes
Grammar teaching methodology has changed for years. There were three levels of changes suggested by Gardner (2008) in terms of time, namely materials, approaches, and beliefs.
The first level refers to materials consisting of syllabuses, and textbooks. They are supposed to be modified yearly along with the global development of technology. The second one concerns with the teaching methodology which affects the learners directly in the classroom. And the last one is about teachers’ beliefs in teaching grammar. In the past, they focused on the teacher-centered approach, which means that teachers would be dominant in the class. However, nowadays they are more likely to be students as well when student-centered approach becomes more popular.
2.2.2. Grammar-Translation Method
Grammar-Transaltion Method is regarded as one of the earliest grammar instructions. It refers to “ a method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.” (Richards & Schmidt, 2002, p.231). Early teachers and educators believed that the memorization of the grammatical rules and regulations is the best learning method, then they underestimated the role of communication in language learning (Hinkel, 2002). Therefore, Hinkel stated that Grammar-Translation method lacked communicative interactions between teachers and students, and among students as
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It raises many scholars and educators’ awareness of the importance of communicative interactions in second language learning. For the learners’ achievement in communicative competence, teachers should teach language in the specific context, and communicative situations (Hymes, 1972). Thereby, students can be capable of using target language in suitable contexts in daily life.
According to Poole (2005), the communicative language teaching focuses on form instruction that supplies the students with authentic communication as well as grammatical rules. Furthermore, the focus on form instruction encourages students in paying necessary attention in communicative language classroom (Long & Robinson, 1998). Besides, form instruction not only concentrates on accuracy but it also takes notice of meaning and
Curriculum Artifact Analysis Introduction: When one thinks of a curriculum what is it that comes to one’s mind? Is it just an official document or is there something more than that .The term curriculum has various perspectives in general it constitutes the teaching and learning process or one can say that is the intended curriculum that is usually presented in official document and is employed as a guiding document . Within a classroom setting the curriculum can be altered through a range of interactions and what is delivered is the “implemented curriculum “ and what the learners actually learn or achieve is the achieved or learned curriculum. In addition to this there is the hidden curriculum which helps develop moral values and beliefs
Introduction Students whose home language is other than English are increasing in number. Most of them come into schools with different language backgrounds, cultures, and values. Schools should be prepared when it comes to meeting the needs of English language learners (ELLs) to ensure that they are being provided with the best education possible to be successful. Therefore, districts all around the country have put different programs into place for supporting the large population of ELLs. Unfortunately, these language programs have not always been readily available for ELLs and their families.
For example, comparing, posing questions, as well as relating learning content to daily lives could help students internalise and utilise the new knowledge in future speaking and writing. This is illustarted in our lesson plans, where the teacher prompts the children to give examples of proper nouns in their everyday environment. To sum up, throughout the guided stage, the teacher can model how to identify the focused aspect, offer support when needed, and reinforce children’s understanding through discussions and interactive
Primary research will be conducted at various schools to collect responses for the questionnaires. We will visit the schools and get the responses from students and teachers. We will also try to visit some schools during the parent-teacher meet so that the parents’ responses also can be recorded.
Diagnostic Essay Assignment Syllabuses are a contract for students and parents to understand the expectations the pupils are expected to respect and follow. The teacher’s list certain requirements for parents to help the student be more attentive and focused upon their work. In the syllabus it lists; rules, course outlines, and measurable course objectives. The pupil must follow these rules, parents must proceed their child to keep working hard, and the teacher should be able to have no stress when teaching the student a lesson. The syllabus contains certain rules that the teacher expects the students to follow, the course outline that indicates the order in which units/lessons will be taught, and the measurable course objectives in which explains
Cut-off date 27 February. Part1: Essay. ‘Evaluate the contribution of a qualitative approach to research on friendship’. Part2: DE100 project report – Method.
This thesis examined and analyzed the qualitative
A qualitative case study will be applied to my inquiry. Three participants from the Intensive English Program (IEP) of a southeastern university will be selected. These three participants are non-native speakers of English from various social, cultural and linguistic background, who come to the US to pursue their higher education degree (Bachelor’s Degree). They are placed in the IEP program to receive intensive training of English and prepare themselves to be qualified to move to the regular degree program offered in the university. There are three criteria for participant selection: first, they need to be non-native speakers of English and have been learning English as an additional language; second, they have never studied in a higher education
Introduction Qualitative research are those kind of researches that an outcome is obtained without the application of statistical methods of data analysis (Strauss and Corbin, 1990 cited in Golafshani, 2003). However, the qualitative research takes a direct approach, where the researchers arrive at a conclusion through the observation of events as they occur naturally without external interferences (Golafshani, 2003). Ethical and methodological issues may arise, therefore in order to demonstrate the legitimacy of Qualitative research it is important to integrate rigour and trustworthiness. Potential ethical issues There is the need to take into consideration ethical issues that may arise from conducting qualitative researches.
Class: Pre-Kindergarten (4-Year Old Classroom) Unit: Language Development (Alphabet Word and Picture Match) Teacher: Ms. Zarie Baker Objectives: 1. Students will follow simple multistep directions with visual cues if needed. LDC-1
The purpose in this study was to provide a thorough examination and starting point for the school. More teacher involvement such as teacher-based discussion groups or interviews would be highly
2.0 INTRODUCTION Language development happens both inside the classroom (as part of a formal establishment, school or institute) and outside it. The classroom is generally considered a formal setting, and most other environments informal, with respect to language learning. “In environments where informal language development is adequate, it is possible to regard the formal classroom as supplemental, complementary, facilitating and consolidating”(Van Lier, 1988: 20). For second-language development in such environments the informal settings can be regarded as primary and the formal classroom as ancillary. The L2 lesson then becomes a language arts lesson, focusing on special language skills and cognitive/academic growth, much in the same way
Students began to focus on the mechanics of languages like grammar rules and conjugation (Merritt). Once they learn the mechanics of that language they will see the correlation between that language and English. The students will how English has the same or different grammar rules and they will be aware about grammar rules they did not know existed or gave no thought to.
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.
We had many class discussions that brought on a few arguments, however I was so interested to hear everyone’s ideas on grammar. My Pedagogical Grammar class helped me to see my views on grammar and how I wanted to teach my students. While the traditional method of teaching grammar is important,