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2012
Perspectives on Foreign Language Learning
Testing the use of grammar: Beyond grammatical accuracy2013 •
Sönmez, G . TESTING AND ASSESSMENT OF GRAMMAR, GRAMMAR TEST TASK TYPES AND SAMPLE TEST ITEMS. In S. Çelik, H. Çelik, & C. Coombe (Eds.), Language assessment and test preparation in English as a foreign language (EFL) education, Vizetek.
TESTING AND ASSESSMENT OF GRAMMAR, GRAMMAR TEST TASK TYPES AND SAMPLE TEST ITEMS CHAPTER X2021 •
IOSR Journal of Research & Method in Education (IOSRJRME)
Making English grammar meaningful to non-grammarians: the grammatical categories2014 •
Grammar has always been regarded as the necessity in establishing successful formal communication. However, students generally perceive grammar instruction as a necessary evil at best. They usually believe their messages will be understood even if a sentence is incorrect. On the other hand, vocabulary learning is the fundamental step in any language learning. Acquiring new vocabulary is of paramount importance in English for Specific Purposes as it is directed towards specific needs of students' particular specialties. The aim of this research was twofold. We were interested in students' preferences for learning grammar and vocabulary and their performance in exams. For the purpose of the research, 230 students studying at the Faculty of Electrical Engineering, Computer Science and Information Technology Osijek, Croatia were surveyed. The results showed that the students believe acquiring new technical vocabulary is more important and useful than studying grammar. In the second part of the research, both the first and the second revision exams done by the surveyed students were examined regarding the percentage of correct vocabulary and grammar exercises. The analysis indicated that the students were more successful in doing grammar exercises. To put it differently, the results showed that although the students are theoretically more engaged with and more motivated to learn new technical vocabulary because they find it more useful for their future profession, their performance in revision exams has actually shown the opposite results, i.e. they scored more points for grammar related exercises than for vocabulary related ones.
Christison, M.A., Christian, D., Duff, P., & Spada, N. (Eds.). (2015). Teaching and learning English grammar: Research findings and future directions. New York: Routledge. ABSTRACT An important contribution to the emerging body of research-based knowledge about English grammar, this volume presents empirical studies along with syntheses and overviews of previous and ongoing work on the teaching and learning of grammar for learners of English as a second/foreign language. A variety of approaches are explored, including form-focused instruction, content and language integration, corpus-based lexicogrammatical approaches, and social perspectives on grammar instruction.... You'll find the (draft) chapter by Duff, Ferreira & Zappa-Hollman under 'Articles' on this site. TABLE OF CONTENTS Foreword --Joanne Dresner Preface --MaryAnn Christison, Donna Christian, Patricia A. Duff, and Nina Spada Part I. Overview of English grammar instruction Chapter 1. An overview of teaching grammar in ELT --Marianne Celce-Murcia Part II. Focus on form in second language acquisition Chapter 2. Focus on form: Addressing grammatical accuracy in an occupation-specific language program --Antonella Valeo Chapter 3. Teaching English grammar in context: The timing of form-focused intervention --Junko Hondo Chapter 4. Form-focused instruction and learner investment: Case study of a high school student in Japan ---Yasuyo Tomita Chapter 5: The influence of pretask instructions and pretask planning on focus on form during Korean EFL task-based interaction --Sujung Park Part III. The use of technology in teaching grammar Chapter 6. The role of corpus research in the design of advanced level grammar instruction --Michael J. McCarthy Chapter 7. Corpus-based lexicogrammatical approach to grammar instruction: Its use and effects in EFL and ESL contexts --Dilin Liu and Ping Jiang Chapter 8. Creating corpus-based vocabulary lists for two verb tenses: A lexicogrammar approach --Keith S. Folse Part IV. Instructional design and grammar Chapter 9. Putting (functional) grammar to work in content-based English for academic purposes instruction --Patricia A. Duff, Alfredo A. Ferreira, and Sandra Zappa-Hollman Chapter 10. Integrating grammar in adult TESOL classrooms --Anne Burns and Simon Borg Chapter 11. Teacher and learner preferences for integrated and isolated form-focused instruction --Nina Spada and Marília dos Santos Lima Chapter 12. Form-focused approaches to learning, teaching, and researching grammar --Rod Ellis Epilogue --Kathleen M. Bailey
The Future of Humanities, Education and Creative Industries
A Study of Trends in the Level of EL Grammatical Competence at UNZE2017 •
This paper represents a continuation of research into the grammatical competence of the Zenica University freshmen, who studied English for 4 to 10 years prior to their enrolment. The first study was conducted in the fall of 2015 and included a total of 106 students. The second study was carried out in the fall of 2016 and included 248 students. To verify the results and to compare the progress in terms of the grammatical component, a representative sample of the students from the second study (54) was asked to complete a standardized online test after one semester, in the spring of 2017. For the purpose of this research a survey was designed testing the students’ knowledge of the properties and use of the four lexical categories. The survey included a total of 155 sentences, incorporated into 17 tasks. Specifically, the tasks were related to verbs, tense formation and use, both active and passive, plural of nouns and comparison of adjectives and adverbs. The 2015 study showed that less than 50% of the students had attained B2 level. Further, no correlation between the years of studying English and the students’ grammatical competence could be established. However, a clear correlation was established between the grammatical competence and the high school the students completed. It was hypothesized that the 2016 study would show similar results and trends when it comes to the students’ grammatical competence, which would confirm that certain changes should be made in the syllabi at both high school and university level. Additionally, it was assumed that the standardized online test would show certain progress in terms of the grammatical component.
International Journal of Corpus Linguistics
The English Grammar Profile of learner competence2017 •
English Profile (EP) is an ongoing empirical exploration of learner English initiated by Cambridge University Press and Cambridge English, among others. EP aims to create a set of empirically-based descriptions of language competencies for English. ‘Reference Level Descriptors’ already exist as part of the Common European Framework of Reference (CEFR) but are intuitively derived and not designed for one specific language. The English Grammar Profile (EGP, www.englishprofile.org/english-grammar-profile) is a sub-project of EP which aims to profile learner competence in grammar. This paper details the rationale for the study and the methodology that was developed to investigate the Cambridge Learner Corpus to arrive at over 1,200 grammatical competence statements. Key findings which link to existing corpus-based second language acquisition work are also presented.
International Journal of Corpus Linguistics
The English Grammar Profile of learner competence: Methodology and key findings2017 •
English Profile (EP) is an ongoing empirical exploration of learner English initiated by Cambridge University Press and Cambridge English, among others. EP aims to create a set of empirically-based descriptions of language competencies for English. ‘Reference Level Descriptors’ already exist as part of the Common European Framework of Reference (CEFR) but are intuitively derived and not designed for one specific language. The English Grammar Profile (EGP, www.englishprofile.org/english-grammar-profile) is a sub-project of EP which aims to profile learner competence in grammar. This paper details the rationale for the study and the methodology that was developed to investigate the Cambridge Learner Corpus to arrive at over 1,200 grammatical competence statements. Key findings which link to existing corpus-based second language acquisition work are also presented
2010 •
Even God Cannot Change the Past
The Oral, the Written, the Forgotten, the Remembered: Studies in Historiography and their Implications for Ancient Israel2018 •
Museum Anthropology
We Don't Do Dots: Aboriginal Art and Culture in Wilcannia, New South Wales. LorraineGibson. Canon Pyon: Sean Kingston Publishing, 2013. 294 pp2017 •
2022 •
KỶ YẾU HỘI THẢO CAREES 2019 NGHIÊN CỨU CƠ BẢN TRONG LĨNH VỰC KHOA HỌC TRÁI ĐẤT VÀ MÔI TRƯỜNG
Nghiên Cứu Mức Độ Ô Nhiễm Của Các Polyclo Biphenyl (PCBS) Trong Mẫu Bụi Mặt Đường Tại Một Số Khu Vực Ở Miền Bắc Việt NamPLoS Pathogens
Commensal-Induced Regulatory T Cells Mediate Protection against Pathogen-Stimulated NF-κB Activation2008 •
Applied Sciences
Bamboo Biochar and a Nopal-Based Biofertilizer as Improvers of Alkaline Soils with Low Buffer Capacity2021 •
2018 •
Ukrainian Historical Review
Reception of the Cultural Landscape of L’viv Halych Suburb in the Fiscal Documents of 1607–16082023 •
International Journal of Developmental Neuroscience
Substance P-like immunoreactivity in human prenatal hippocampal formation1990 •
Risk and Citizenship: Key Issues in Welfare
Social capital and waves of innovation in the risk society2001 •