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.

NewBee: Context-Free Grammar (CFG) of a New Programming Language for Novice Programmers

Learning programming and using programming languages are the essential aspects of computer science education.Students use programming languages to write their programs.These computer programs(students or practitioners written)make computers artificially intelligent and perform the tasks needed by the users.Without these programs,the computer may be visioned as a pointless machine.As the premise of writing programs is situated with specific programming languages,enormous efforts have been made to develop and create programming languages.However,each program-ming language is domain-specific and has its nuances,syntax and seman-tics,with specific pros and cons.These language-specific details,including syntax and semantics,are significant hurdles for novice programmers.Also,the instructors of introductory programming courses find these language specificities as the biggest hurdle in students learning,where more focus is on syntax than logic development and actual implementation of the program.Considering the conceptual difficulty of programming languages and novice students’struggles with the language syntax,this paper describes the design and development of a Context-Free Grammar(CFG)of a programming language for the novice,newcomers and students who do not have computer science as their major.Due to its syntax proximity to daily conversations,this paper hypothesizes that this language will be easy to use and understand by novice programmers.This paper systematically designed the language by identifying themes from various existing programming languages(e.g.,C,Python).Additionally,this paper surveyed computer science experts from industry and academia,where experts self-reported their satisfaction with the newly designed language.The results indicate that 93%of the experts reported satisfaction with the NewBee for novice,newcomer and non-Computer Sci-ence(CS)major students.

Study of Problem-Based Learning in English Grammar Teaching

This thesis took students from Grade one of Xuancheng No.3 Middle High School as the research objects,mainly employing the classroom observation,the questionnaire,and test to investigate the effect of problem-based learning method in English grammar teaching.The findings are as follows:(a)the scores of students in the experimental class obviously improved;and(b)compared with the traditional teaching method,the application of problem-based learning method in grammar teaching can stimulate students’interest in learning.To sum up,this method can improve students’English competence and learning interest significantly,which suggests it can be applied in grammar teaching.

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 Study of Nominal Predicate Sentences Under the Framework of Cognitive Grammar

Cognitive grammar,as a linguistic theory that attaches importance to the relationship between language and thinking,provides us with a more comprehensive way to understand the structure,semantics and cognitive processing of noun predicate sentences.Therefore,under the framework of cognitive grammar,this paper tries to analyze the semantic connection and cognitive process in noun predicate sentences from the semantic perspective and the method of example theory,and discusses the motivation of the formation of this construction,so as to provide references for in-depth analysis of the cognitive laws behind noun predicate sentences.

Explicit Grammar Instruction in L2 Learners'Writing Development:Effective or Ineffective?

It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while discussing which way is better for L2 learners.This short essay aims at depicting three respects concerning grammar teaching,namely learning context,language learners'beliefs and needs,and grammar instruction.When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners'writing development,they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students.

妙用教材的“边角料”——试析checkout time板块和grammar time板块的教学

在译林新版《英语》的教学中,注重story time、cartoon time,轻视checkout time、grammar time的现象比比皆是,后者成了教学中的'边角料'。作为教材的组成部分,checkout time能为学生语用能力的提升夯实基础,grammar time则能为语言的生成增添活力。教师应挖掘教材,通过多样化的语言活动,巧妙地处理教材中的'边角料'。

Assessing Student's Writing and Grammar Teaching

The essay aims to apply different approaches to grammar to analyze the strengths and weaknesses of a piece of a student's writing from both sentence level and textual level, and states that systemic functional grammar is a useful tool in analyzing students writing.

A View on Independence of Grammar——Extracts from Syntactic Structures

According to Chomsky,the grammar of Language is a device that generates all of the grammatical sequences of Language and none of the ungrammatical ones.However,as the foundation of Universal Grammar,independence of grammar is strongly criticized by many other linguists.This paper aims at reviewing the literature and illustrating different ideas towards Universal Grammar.

Nature of Grammar

Grammar is the system of a language.In this paper,the author will discuss the development of grammar and focus on functionalist views on the structure of English,represented by M.A.K Halliday,covering the fundamental concepts of functional grammar,especially the three metafunctions:textual,interpersonal and ideational function.

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.

A General Exploitation to Cognitive Context and Grammar

Cognitive context of grammar refers to morpheme context,word or phrase context,syntax context,sentence context,semantic context of sentences,and discourse context.Cognitive context constraints the meaning of grammatical structure,and the grammatical structure depends on the cognitive context.

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.

SLA in Guizhou Based on the Function of Internalized Grammar

According to the analysis, there are still many problems in our foreign language teaching. To improve students' English acquisition, foreign language teaching should follow the law of SLA based on the function of internalized grammar.

Teaching Method for Comprehensive English Integration of Grammar-translation Method and Communicative Approach

Comprehensive English is a very basic and important course for English majors,according to the features of the text-book A New English Course,teachers should adopt the integration of grammar translation method and communicative approach to improve students' linguistic competence and communicative competence.

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.

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.

On Application of Mathematic Idea and Method in English Grammar Teaching and Learning

English grammar is at any time the important part of English learning,even if under the implementation of the New Course Standard.However,English grammar is considered to be difficult due to its complexity.My paper here is to explore and study the application of mathematic ideas and methods in English grammar teaching and learning,helping to facilitate the students to master the regularities,accuracy and systematization of English grammar,to improve learning efficiency,to enhance the learners' logic thinking,and at the same time,pointing out the specific strategies in practical use,which can be of great significance to the students' innovation and creativity and the students' development of the ability of cross-subject study advocated by both the Quality-Education and New Curriculum Standard.