A Study of English Grammar Teaching and Cultural Introduction from the Perspective of Applied Linguistics

Grammar teaching is the main content of university English teaching,and the quality of teaching will affect the effect of university talent cultivation.Based on the perspective of applied linguistics,it is crucial to use cultural introduction teaching for English grammar teaching.This paper will combine the basic concepts of applied linguistics and cultural introduction teaching,analyze the role of using the cultural introduction teaching method to innovate grammar teaching mode under the perspective of applied linguistics,and put forward a scientific English grammar teaching strategy with the goal of improving teaching quality.

A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students

This study had the purpose of testingtwo methods for teaching grammar in Englishasa Foreign Language(EFL)class:the deductive and inductive approaches in terms of effectiveness and rapport.This research was conducted in a public high school in Ecuador.Seventy students enrolled in the second year of senior high school participated.One in-service teacher taught the EFL classes during the process of intervention(10 weeks),and two EFL teachers observed all of these classes and recorded the information by filling in observation sheets.The students were administered grammar pretests and post-tests in order to assess their grammar knowledge.The results of the tests showed a significant difference in the scores in favor of the inductive approach.After the statistical analysis of the data obtained from the tests and observation sheets,we concluded that the inductive approach is more effective for teaching grammar in the EFL classroom in terms of instruction and rapport.

A Semantic Look Into English Verbs and Its Implications for Grammar Teaching

Among the different parts of speech in each language,verbs are usually the most complicated and difficult to understand and master.This paper attempts to classify and analyze English verbs from a semantic perspective,esp.to have a semantic analysis of the grammatical concept of the progressive aspect of English verbs,so as to raise students’awareness of the relationship between semantics and grammar,and thus to help students have a deeper understanding and mastery of the grammatical rules in future English teaching.

A Case Study of the Explicit and Implicit Teaching:Based on a Senior High Grammar Course

More researchers have been attempting to clarify some appropriate approaches in teaching and learning grammar especially in the implicit or explicit way. I would attempt to find out some hints in the grammar course offered by a senior teacher of a senior high in order to provide some ideas and inspirations toward future teaching and researches.

Functional Orientation and Practice of Inductive and Deductive Approaches to Grammar Teaching in EFL

To solve the ambiguous understanding of Grammar Teaching position,based on explicit grammatical knowledge,this paper discusses the grammar position in EFL,compares both its pros and cons between deductive and inductive approaches,and indicates that grammar teaching by either approach alone has disadvantages,should adopt a combination technique.

On Embedding Literary Stylistic Awareness in English Grammar Teaching

The quality of language use is mainly evaluated at the levels of correctness,appropriateness and creativeness.Stylisticfeatures are manifested at the levels of appropriateness and creativeness.In traditional English grammar teaching,much effort isput on the correctness.Appropriateness is treated in part and creativeness is largely ignored.Isolated from concrete contexts,lin-guistic materials used for grammar teaching tend to be inefficient to ensure effective communication.The teaching of dry grammati-cal rules may lead to monotony and boredom in grammar learning.If the linguistic materials used in grammar teaching address cor-rectness,appropriateness and creativeness in language use simultaneously and are closer to life,grammar learning may be morefruitful.As literary texts are characterized by both the social discourses under multiple contexts and personal tastes,their styles arerich and lively.Therefore,to embed literary texts in English grammar teaching will not only create a more concrete,meaningful andinteresting context for the learning of grammatical rules but also be beneficial for the cultivation of stylistic awareness.

A Communicative Approach to College English Grammar Teaching and Learning

In response to the misconception that Communicative Language Teaching means no teaching of grammar,it is argued that grammar is as important as traffic rules for safe and smooth traffic on the road.To achieve appropriate and effective communication,a communicative approach to college grammar teaching and learning is proposed.Both teachers and learners should change their attitudes toward and conceptions about grammar teaching and learning;additionally,teaching grammar in the company of reading and writing helps learners learn and acquire grammar in meaningful contexts.

College English Grammar Teaching for Non-English Majors

Grammar is very important in language learning. The mastery of English grammar is the basic English skill. However,most non-English majors are relatively poor in English and English grammar. They think grammar learning is boring and have a negative attitude towards grammar. So,it's necessary and urgent to teach them grammar.

An Empirical Study of Dictogloss Approach in EnglishGrammar Teaching

Traditional test-oriented teaching puts heavy weight on the English learning.The students’implicit English grammar knowledge,which enables the development of their English language ability,was overlooked.In English classroom instruction,researchers and teachers have been attempting to seek efficient and integrative approaches to make English grammar learning effortless and autonomous.Dictogloss is believed to be an effective method which offers teachers and learners an integrative method for second language acquisition(SLA).Dictogloss is a task which motivates language learners to interact cooperatively in small group in order to construct a linguistically acceptable text similar in content and style to one they have previously heard and taken notes on.However,just few empirical studies have been provided so far.Therefore,the author attempts to undertake an experimental research to see whether systematic dictogloss is an effective way in English grammar teaching and whether it is more effective than the traditional PPP Approach(Presentation,Practice,and Production)in English grammar classroom instruction.Based on rationales concerning implicit and explicit grammar instruction and focused task instruction,the study reported a one-semester experiment in which two groups of students(Experimental Group,50 students in total;Control Group,50 students in total)followed the same teaching curriculum except the dictogloss practice conducted in the EG.After training,various forms of data were collected through language tests,questionnaires,classroom observation log and interview.At the same time,SPSS was used to manage,analyze,and display the statistical data collected from the pretest and posttest through descriptive statistics,independent samples t-test and paired sample t-test.Based on the previous research of dictogloss and the related theories,the present researcher analyzed the transcript data.Results of the pretest showed that there is no significant difference in two groups’English proficiency.And the result of the posttest showed that dictogloss approach in classroom grammar instruction plays an important role in promoting the students’participation in the classroom activities and English grammar knowledge learning,especially compared with PPP Approach.Moreover,the result of a survey on students’attitude toward dictogloss demonstrates that English learners view dictogloss as an effective learning device in terms of their English grammar knowledge study.The present study is of practical significance.It is expected that the findings of this study will help foreign language teachers further understand the effect of dictogloss practice and apply dictogloss for pedagogical purposes.Besides,the findings will encourage them to make use of dictogloss as a learning device.Finally,it will shed lights on the implementation and popularization of dictogloss in Chinese English class.

An Evaluation of the Grammar Teaching Material

Of the many issues surrounding grammar, perhaps the hottest debate is whether to teach it or not. We review briefly arguments against and in support of grammar teaching before examining current grammar approaches in second language teaching.

Explicit Teaching of Grammar Should Be Given Its Right Due at Tertiary Level Education

Explicit grammar teaching is a must to the students to be teachers in the future. Both accuracy and fluency are very important. "Saying that we don’t need to teach grammar is like saying that you can have a chicken walking around without bones ." But the way of teaching should be communication-oriented.

Importance of Grammar in English Teaching

Grammar teaching is one of the most difficult and important points in the middle school. However, there exist some problems with present grammar teaching, such as students' poor knowledge of grammar, improper teaching methods and the ignorance of grammar teaching. This article focuses on these problems.

A Teaching Case of Subject Clause Based on Implicit Learning

The New English curriculum criteria suggest teaching English grammar based on the students’cognitive characteristics and emotional needs,helping them discover the rules and encouraging them to master the grammar by using it.But due to the limited time in a lesson,many English teachers adopt a simple approach to teach grammar,in which students are required to memorize the rules first and then practice a lot.This approach is effec-

on the Balance of Grammar and Communication Teaching for Chinese Students Lommunication TeaCnlng for Chinese Students

To the problem of neglecting grammar teaching when the Communicative approach is encouraged,this paper tries to analyze the position of teaching grammar and put forward some suggestions on how to balance grammar and communication teaching.

Bits of Experience in the Oral Practice of Teaching Grammar

English learners may have such experience that most of them can’t be able to speak English apropriately and fluently even if they have gained a lot of grammar knowledge.The approach of teaching grammar discussed in this paper focuses on training students’ communicative ability.And it is benefical to stimulating the activeness and interest of students and fostering the ability to solve the problems independently.

The Main Theories of Transformational-Generative Grammar and Its Guide Upon Language Teaching

This essay is showing an opinion that despite the many disadvantages of T.G grammar,its main theories about human language learning can give valuable guide to language teaching,which will be illustrated in the following from three main aspects.

Taking Stock of Grammar-Translation Teaching Method in Developing Intercultural Pragmatic Competence

Grammar-translation teaching method(GTTM as a shorthand below) has long been a buzzword when it is adopted in the class of English as a foreign language.It has been universally acknowledged that such teaching method contradicts the development of communicative language competence advocated in recent decades.However,I positively argue that GTTM in English class,as a comparative and intercultural model,should be given a due reconsideration to improve L2 learners' pragmatic competence.

Teaching English Grammar Through Communicative Language Teaching Approach

Grammar is an important part of language learning. In order for students to have a functional knowledge of a language (in other words, that they can spontaneously produce language) they must have at least some knowledge about the grammatical constructs of the language in question. How grammar can be taught? Considering various second language teaching methods, teaching grammar through Communicative Language Teaching Approach is the most talked. Emphasis in this article is put on the application of Communicative Language Teaching Approach in grammar teaching in college English classes.