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 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.

Explicit Grammar and Implicit Grammar Teaching for English Major Students in University

The status of English grammar teaching in English teaching has weakened and even once disappeared in part English class; until the late 1980s, foreign English teachers had a consistent view of the importance of grammar teaching. In recent years, more and more domestic scholars begin to think about the situation of China and explore the grammar teaching method. This article will review the explicit grammar instruction and implicit grammar teaching research, collect and analyze the integration of explicit grammar instruction and implicit grammar teaching strategy and its advantages in the grammar teaching.

Contrast and study on grammar teaching

The author adopts the research methods of presentations → contrasts → analyses by perceiving the drawbacks of traditional Chinese grammar teaching based on her overseas study experience as well as the understanding and study on the overseas related teaching methods, tries to use some new concepts and practice of foreign countries for reference, and works out the way to improve the traditional Chinese teaching methods.

An Analysis of English Media Text Discourse:From the Perspective of Grammar Teaching

The aim of this essay is to explore several possible strategies that can facilitate the learners'grammatical competence development through the analysis of grammatical features of a media text and help to explore the potential of developing grammatical competence in language teaching context.

English Grammar Teaching for Advanced ESL Learners in China

English majors usually have learned English for at least six years at middle school, but there are still many grammatical errors in their writing and speaking. Such errors even still remain after four-year English learning at university. Such problem has troubled many teachers teaching English Grammar. Therefore, the paper attempts to study the ways of improving English majors＇ grammatical competence. It is concluded that reform of grammar test should be carried out to guide grammar teaching and learning, error analysis should be conducted to decide what to teach, and an output-oriented approach should be employed to meet the requirements of leamers＇ future profession.

The Effectiveness of M-learning in the Form of Smart Phones in English Grammar Teaching

This study aims to explore the effectiveness of the emerging m-learning in the form of smart phones in English grammar teaching. The research mainly traces revision process of 100 sophomore students using traditional paperwork practice and smart-phone-based revision methods during half semester of grammar learning. During the research, students＇ learning performances, as well as their self-report reflections, are recorded, compared, and analyzed. Statistics from the research show that students in general prefer the m-learning revision methods than the traditional paper ones. Besides, the modem methods do play an essential role in motivating students＇ learning initiatives, and thus resulting in better learning outcomes. However, on the other hand, some of the students surveyed also demonstrate their negative impression on the m-learning methods, in that they believe this modem technology can inevitably distract them from learning and there are also some technical problems to be worked out.

Grammar Teaching Beliefs of a Pre-service Teacher： A Repertory Grid Analysis

Pre-service teachers＇ belief is a popular research topic in educational pedagogy. It is important to examine inexperienced teachers＇ beliefs related to the profession of teaching since they will continue pursuing these beliefs while carrying out their profession. These beliefs will affect their future teaching practices, professional judgments and ideas （Roberts, 2001; Borg, 2003）. This study aimed to investigate the personal theories of one pre-service teacher from an ELT （English Language Teaching） certificate program at a foundation university in Istanbul. Her beliefs about effective grammar teaching were represented by using repertory grid data. This qualitative case study report displayed the participant pre-service teachers＇ thinking through cycles of constructing and reconstructing her personal theories about grammar teaching. The findings of the study were discussed and some educational implications were suggested.

Transitional methodologies of the second language grammar teaching in middle schools

Grammar teaching recently faces lots of problems not only in the teaching methods but also in its position it deserves. Through analyzing the importance and the confronting problems of grammar teaching in middle schools, the paper will do the further research on the methodologies in the transitional time and will surely conclude the theories that can direct teaching process.

Revisiting the Debate of Grammar Teaching： A Young Scholar’s Perspective

The debate of grammar teaching has taken center stage in the Second Language Acquisition （SLA） literature over a long period of time. Most of these debates emanate from distinguished scholars like DeKeyser, Long and Ellis. This paper seeks to add to the debate the views of an emerging scholar in the field of SLA. The paper addresses the key questions related to grammar pedagogy in SLA. It discusses whether grammar should be taught and if so, when and how. More importantly, the paper points to alternative solutions to each problem related to grammar teaching. The paper explores the most current debate in the grammar teaching by evaluating the validity of the arguments advanced in the debate. The evaluation is based on the key issues going on in the debate. The paper considered the debate as a healthy one that will give a positive and appropriate way towards teaching useful grammar. The paper suggests that language instructors should take into consideration different aspects regarding; what, how, when, and why should grammar be taught. Also, the paper recommends that teaching grammar should depend on the level of the learners, therefore a good teacher should always teach based on the levels of the learners.

Integrating task-based teaching approach into grammar teaching

Task-based teaching approach is a new teaching method which absorbs the achievements of modem language teaching theories. It is supposed to be an effective method in promoting learners＇ language competence. However, empirical studies of its application are rarely found in the field of grammar teaching. This paper tries to integrate task-based teaching approach into grammar teaching in order to probe into its validity and feasibility in grammar teaching.

Analysis of the Principles of Practicability in Chinese Grammar Teaching to Foreigners

The teaching of Chinese grammar as a foreign language is aimed at enabling foreigners to master the basic Chinese vocabulary,sentences and sentence organization rules so as to improve the language ability of foreigners to communicate in Chinese.It can be seen that the ultimate goal of teaching Chinese as a foreign language is to realize language communication in real life,so the practical principle in teaching is of great criticality.This article briefly introduces the relevant overview of the practical principles of Chinese grammar teaching at first,then implements analysis of practical principles in several aspects,hoping to provide reference for relevant teachers.

A study on the Application of the Activity Theory to Leaming Activity Design of MOOC in English Grammar Teaching

MOOC has become the topic of the education reform in recent years. From activity theory point of view, meaningful learning is an active, conscious, constructive, and socially medicated practice that includes reciprocal intention-action-reflection activities. This paper aims to try to give a MOOC learning activity design model in grammar teaching which tries to offer a reference for the MOOC teaching in grammar lesson.

Study on Implicit and Explicit Learning Theory in English Grammar Teaching

The teachers use explicit learning in the traditional teaching of English grammar, which pays great attention to the master of grammar knowledge points. Nowadays, some English teachers excessively emphasize the importance of teaching grammar imperceptibly, but neglect to explain the rules of grammar. The diametrically isolation of implicit and explicit learning doesn＇t correspond with the English grammar teaching. So the teachers should combine the two learning styles in order to make the best use of them to teach English grammar.

The Application of Affective Filter Hypothesis Theory in English Grammar Teaching

Krashen’s theories of second language acquisition play a vital role in English teaching,in which“affective filter hypothesis”analyzes the influence of various affective factors on English learning.This paper focuses on Klashen’s“affective filter hypothesis”,analyzes the application of affective factors in the teaching practice of English grammar,and puts forward some teaching suggestions.The purpose of the study is to reduce the anxiety of the students in the second language grammar learning class,and then to find the most conducive state of English grammar learning,and to achieve the goal of English grammar teaching.

The Practice of English Grammar Teaching under Communicative Approach in Junior Middle School

The analyzing of the definition and principles of communicative approach and the current situation of the grammatically teaching points that the combination of both construction and practical knowledge of English language teaching in junior high school is the most ideal mode.Taking comparative grammar teaching of adjectives and adverbs as an example,this article explores how to teach grammar teaching in junior middle school under communicative teaching method.

Grammar Teaching as Product or as Process？

The teaching of grammar has received increasing attention in recent language teaching and learning literature. The major argument lies in teaching grammar as product or as process. Teaching grammar as product focuses on giving learners a clear and explicit framework about the language; while teaching grammar as a process emphasizes the use of language by the learner. This paper gives a brief introduction of teaching grammar as product and as process and points out that language teachers can choose the more appropriate approach of them in the specific context.

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.

AN OBSERVATION OF EXPLANATION STRATEGIES IN ENGLISH GRAMMAR TEACHING

This study aims to explore explanation strategies used by a teacher in the context of grammar teaching. Two instruments for collecting data, i.e. interview and a multi-category observation scheme, were used here. The distribution pattern showed that the level of cognitive complexity manifested in the teacher's explanation strategies is determined both by complexity of the grammatical structure dealt with in class and by the level of the learners' language proficiency level. It is hoped that this study can serve as the first step in the process of discovering which explanation strategy embedded in what sort of structure can benefit the understanding of the goal concepts.

REFLECTIONS ON GRAMMAR TEACHING

This article aims to answer three questions:(1)Why there exists a discrepancy between the learner’sgrammar knowledge and their communicative skills?(2)What problems are there with grammar tests andteaching?(3)How should grammar be taught as"away of talking"rather than"a description of rules"?