Teaching Grammar

To design a booklet based on a communicative methodology to improve students' grammatical correctness in the English language teaching-learning process, a quantitative-qualitative research was carried out at the Pontificia Universidad Católica del Ecuador Sede Esmeraldas in the year 2020. The methods used were Analysis, Synthesis, Hermeneutics and Descriptive Statistics, with the techniques of test and survey used to make a diagnosis of the students' most common grammatical mistakes and the teachers' opinions in relation to the main causes they think contribute to this situation. The results revealed that all students agree that grammar should be taught through communicative activities with teachers in the classroom, since grammar is most often taught in a structural way, not considering social interaction, and meaning negotiation, causing frustration and demotivation in the students, they also think that grammar is the most important linguistic component in the development of adequate communicative competence. With the diagnosis made, a booklet based on a communicative methodology to teach grammar was designed, which consisted of some methodological orientations to teachers on how to proceed in each of the stages: presentation, focused practice, and communicative practice, with some activities to improve the students' grammatical accuracy.

RESUMEN En este trabajo introducimos una tipología de ejercicios de gramática que parte de la presentada en Bosque (2015b), a la que añadimos algunos tipos nuevos. Unos y otros se comparan aquí con los ejercicios que resultan más habituales en los libros de texto de lengua castellana y catalana en España, así como con los que suelen proponerse en los exámenes de selectividad. Se explica en estas páginas que los ejercicios que tienen menor tradición entre nosotros son precisamente los que mejor desarrollan la capacidad de los estudiantes para observar, argumentar, reflexionar y, en definitiva, comprender las estructuras gramaticales. Por el contrario, los que poseen mayor tradición en nuestras aulas (especialmente los de etiquetado y los de amplificación) son los que menos favorecen esas capacidades. En el trabajo se presta especial atención a las competencias que cada tipo de ejercicio pretende potenciar, así como a sus posibles desarrollos didácticos en el aula.

The purpose of this study was to compare the effect of input flooding and input enhancement on grammar knowledge of passive voice among Iranian EFL learners. Preliminary English Test (PET) was administered to 75 learners who were in six intact classes in a language institute in Tehran. Sixty female low-intermediate learners whose scores fell within the range of ±1 standard deviation were selected. These classes were then randomly assigned to receive two different treatments. Three classes in the experimental group one (Input Enhancement Group) were exposed to passive structures through input enhancement guidelines, and the three classes in the experimental group two (Input Flooding Group) received the same materials drawing on the guidelines in line with input flooding procedures. It should be noted that the 15 discarded participants were present in the classes, but their scores were not considered in the data analysis. The reason for selecting six classes was the limited number of students in each class. However, the classes were taught by the same teacher to control teacher variable. The results of the pretest showed that the groups were homogeneous regarding their knowledge about the English passive voice. After the treatment, the participants sat for the posttest, which was identical to the pretest to measure their gain of the passive structures. The results indicated that both input flooding and input enhancement significantly affected the grammar knowledge of the passive voice. However, there was no statistically significant difference between the effects of input flooding and input enhancement in improving the knowledge of passive voice of the participants.

Reminder: Our next free webinar: How to “Teach” Grammar on December 11, 2021, 7:00 EST, 6:00 CST, 4:00 PST

We are limited to 500 attendees.  Please register in advance:
https://minnstate.zoom.us/webinar/register/WN_YJcVb0UBTzyToefxWusujA

After registering, you will receive a confirmation email containing information about joining the webinar.

This paper aims to discuss wash-back effect on writer's experience on doing reflective journal assignment. The method used in this paper is critical reflective approach. Critical reflective approach is considering the events where took place, and remember what we were thinking, feeling and doing. Therefore, the data of this paper are consisted of writer reflection in doing reflective journal assessment. The result of this paper illustrated that reflective journal assessment had positive washback. As reflective journal assessment equipped writer to express ideas, to be active in writing. In addition, reflective journal facilitated writer to apply self-assessment reflection. In short, reflective journal had positive washback that enhance students learning outcomes and as inspiring lesson in writing journal.

This paper aims at presenting the results of a qualitative study conducted with seven teachers of English from the Cursos Extracurriculares offered by UFSC. The participants had to analyze two textbook activities in order to tell how they would approach them in the language classroom. Through the teachers’ answers, it was possible to conclude that the participants tend to be more implicit when it comes to grammar teaching.

Key-words: implicit, explicit, grammar teaching, English language.

In the K to 12 era, wherein the instruction focus on developing the learners holistically, most of the learning materials in English, focus on different literatures, from Grade 7 to 10, and somehow gives a lesser emphasis on teaching grammar. This is acceptable, if in the real life situation the students are proficient in grammar, but ironically in reality as observed by different teachers from different grade levels, students from Grade 7 to 10 still, struggles from this. That's the reason why the researcher was prompted to conduct a study about the problems met by the students in learning grammar, this study revealed that the problems met by the students in learning grammar as assessed by respondent's teachers were fail to identify the subject whether it is singular or plural, limited knowledge of form of verbs like present, past and past participle and lastly using the right form of adjective to signify level or intensity, and the general weighted mean are frequent, means that the students still struggle from the basic grammar rules. On the other hand, the strategies employed by the teachers in teaching grammar were the following, teach the agreement between subject and verb, to construct a correct sentence, eliciting the discussion of grammar rule, and teach grammar through work which focuses on sentence structure, and lastly is correct student's errors of grammar with a spoken communicative context, it was recommended that the students and the teacher should utilized the output of the study which was a module in correct grammar usage, that focus on parts of speech, subject verb agreement, that was integrated in the teaching and learning process, as reflected in the researcher daily log, and this module also served as remediation for some of the students who were not so proficient in English.

Like and Follow my Page: https://www.facebook.com/bizsearchjcd/

Three consciousness-raising tasks for teaching grammar in  Omani EFL classroom,
                          by
Dr. Mohamed Ismail Abu_Rahmah, Professor of English Education at Suez Canal University, Egypt. This research paper was conducted when I was seconded to Sultan Qaboos University.
(Abstract):
Teaching and learning grammar is considered one of the main challenges of English language teaching (ELT) in the Omani classroom.  This study investigated the effectiveness of three consciousness-raising tasks for teaching grammar to the EFL students. Towards this end, some grammatical tasks including text repair, text reconstruction, and text enlargement were developed and taught to 30 EFL students in one of the Omani Basic Education classrooms in spring 2010. Analyzing the product of the students, while doing these three consciousness-raising tasks, indicated that their performance for using some grammatical items in context was improved.  Accordingly, it was concluded that these consciousness-raising tasks could be used for teaching grammar effectively in the Omani EFL classroom.

Η παρούσα μελέτη κάνει λόγο για το γραμματικό φαινόμενο "μεσοπαθητικοί τύποι ρημάτων" (возвратные глаголы) στη Σύγχρονη Ρωσική γλώσσα και παρουσιάζει μια πρόταση διδασκαλίας με τη βοήθεια της επικοινωνιακής προσέγγισης και της μεθόδου Task-Based learning Approach.

The use of presentation, practice, and production (PPP) as a pedagogical strategy has received wide criticism from second language acquisition (SLA) researchers. Yet, as shown by Nitta and Gardner (2005) a PPP approach still dominates suggested language teaching practice. PPP is still widely used in Japanese public schools, colleges, and private conversation schools. An advertisement for Berlitz, one of the top conversation schools in Japan, states, “You learn a new language the way you learned your first, by listening, repeating and speaking” (Berlitz, 2014). Some colleges have outsourced the same business, using the same strategy, to run their English program. The current training manual for assistant language teachers in the Japan Exchange and Teaching (JET) program, reads “Practice is the key to language acquisition, and is what makes the difference between a lecture and a lesson” (CLAIR, 2013). Recent training programs provided by the Ministry of Education Culture Sports and Technology (MEXT), for Japanese English teachers, state that teachers will learn how to utilize the PPP strategy for facilitating communicative English lessons, (MEXT, 2014). In the early 1990s some researchers hailed the decline of PPP in favor of alternative teaching strategies that presented more of a task-based approach (Carless, 2009). A number of papers have reviewed and critiqued both sides of this debate which is often referred to as PPP vs. task-based learning and teaching (TBLT) A number of articles analyze the claims on both sides with a view to supporting one or the other (Carless, 2009; Criado, 2013; Sato, 2010). Considering the dominance of PPP and the extensive use of grammar practice (GP) in Japanese language education, the claims against it are worth evaluating. If grammar practice is an inefficient means of acquiring language, it follows that alternatives should be adopted. At the center of negative criticism of PPP is a focus on the grammar practice step. Rod Ellis, one of the original critics of grammar practice, claims that it has little psycholinguistic value and that there are strong grounds on which to doubt its effectiveness (Ellis, 1993). As an alternative to grammar practice and a supplement to communicative activities, Ellis proposed consciousness-raising tasks (Ellis, 2002). This case study investigates Ellis’s theoretical claims about the value of using consciousnessraising tasks over grammar practice. Ellis suggested that the effects of TBLT are often delayed (Ellis, 2002). A month long case study is too short to evaluate these long-term effects and participant numbers are too small to avoid the possibility of individual learner differences affecting the data. However, the study is easily replicable and should provide some insight into the experiences of Japanese learners in the practical applications of each of these pedagogical outlooks.

A trope is the transfer of a word from its usual meaning to a different one, justified by a relation of similitude, or of another kind, between the two meanings. Early modern students of grammar and rhetoric memorized the tropes and learned how to identify and use each of them through the use of widely reprinted ancient and contemporary manuals of rhetoric, as well as publications dealing exclusively with tropes, such as those by Despauterius, Mosellanus and Susenbrotus. In practical terms, tropes stood out as crucial ingredients of the ornament of style, and as such they were central to the way literate individuals would speak and, especially, write. Furthermore, from a theoretical standpoint, tropes were a catalyst for crucial developments in early modern linguistic and aesthetic thought. On the one hand, they provided a window to the mechanisms through which language works, opening as they did a distinction between literal and figurative meaning. On the other, tropes (and especially metaphor) attracted great attention as the locus of coalescence between cognition and pleasure and became, therefore, touchstones for the development of a theory of the beautiful.

Teaching English language started with using the traditional teaching methods in the educational system of Afghanistan. Teachers preferred such kinds of classical methods for teaching grammar as well. To the knowledge of the researchers, there is a lack of research conducted to indicate whether the two common methods for grammar teaching, i.e. inductive or deductive, is more effective within the Afghanistan teaching and learning context. The current study has been conducted to find out the effectiveness of using inductive and deductive teaching approaches to teaching English grammar in Afghan context. Using a mixed-method (qualitative and quantitative) approach for data collection as well as analysis, the study conducted a questionnaire survey of 218 students and 13 instructors and semi-structured interviews with 4 language instructors from both English departments (Education & Literature Faculties) of Kandahar University. The findings from the quantitative part indicate that students prefer both of the methods (deductive & inductive) in teaching grammar equally. Within that, the teachers in the quantitative part also prefer both of the methods that can be used in teaching grammar. However, the qualitative findings indicated that teachers preferred to use the inductive method of teaching grammar, rather than deductive, but they still rely on the classical (deductive) method of teaching grammar, due to the constraints of the ELT textbooks curriculum, in which most of the grammatical activities are organized deductively, (inductive) is not more time-effective, large class size and traditional manner of students toward learning grammar. The findings of the current study will help policymakers and curriculum developers, to organize the grammatical activities inductively in the ELT textbooks in order the learners to be able to not only master English grammar structures but to master using them communicatively as well which will help Afghan learners to overcome the problems of low proficiency in English. 1 Introduction English is considered one of the international languages and most of the people around the globe use English as the medium of communication. Meanwhile, it is one of the compulsory subjects starting from primary education up to advance level in Afghanistan. With the economic downturn in Afghanistan for the last three or four decades, the education system in the country has declined, but currently, many companies and educational institutions in Afghanistan have embraced cooperation regionally and internationally. Thus, more importance is given to the English Language. English is used as the means of communication, negotiation, and execution of the transaction by many participants inside or outside of the country between native and non-native speakers. However, Afghans' level of English proficiency is low in contrast with many other countries in Asia such as India, Malaysia, and Singapore. It can be stated that English language teaching in Afghanistan has not prepared Afghans for the changing world. In Afghanistan, the English language is taught mainly by Afghan teachers and English appears to be taught through the Afghan language(s) as the medium of instructions. The lessons are limited to grammatical points and comprehension reading which require heavy explanations in National languages. Moreover, many language teachers are used to the traditional style of language teaching as they themselves were taught via such a method at school. This is especially so with the teaching of grammar. For example, a teacher explains the rules of the language and tries to make learners understand and memorize them. Since the students only study English to go through school examinations, they are not well-motivated and consequently do not create opportunities to practice English in real life situations. They are not able to communicate effectively in English due to numerous factors. In this regard, the focus of this research is on grammar teaching and specifically on the two methods (deductive and inductive) generally used for grammar teaching in the classroom. Selecting the appropriate method of teaching grammar is difficult for instructors because students have various types of styles of learning a language,

O trabalho argumenta em favor da assunção da epistemologia da Gramática Gerativa – incluindo, naturalmente, sua metodologia de descrição de dados – nas aulas de língua portuguesa da Educação Básica. Como ponto de partida, toma dois tópicos inter-relacionados (a constituência sintática e a ambiguidade estrutural), para propor um conjunto de atividades didáticas de análise linguística, especificamente de classificação dos constituintes em funções
sintáticas (sobretudo adjuntos).
Na seção 2, são apresentados três casos de ambiguidade estrutural,
sendo dois deles extraídos de manchetes de jornais nacionais. Na seção 3, é feita uma exposição de quatro testes tradicionalmente apresentados em manuais introdutórios de teoria sintática para a determinação da constituência sintática. Tendo em vista esses testes diagnósticos, sugere-se, na seção 4, um conjunto de atividades a serem desenvolvidas nas aulas de gramática na Educação Básica, envolvendo manchetes ambíguas de jornais: são determinados os sentidos das manchetes ambíguas e se busca desambiguar a sentença, recorrendo à estrutura dos testes de constituência. Parte-se, então, à classificação dos constituintes sintáticos envolvidos nas sequências ambíguas, sobretudo adjuntos adverbiais e adnominais, não somente com um objetivo puramente taxonômico, mas, sobretudo, com vistas a sugerir atividades de reflexão sobre a natureza dos constituintes e de suas funções. Argumenta-se, ao final, que uma tomada de conhecimento explícita, pelos alunos, das estruturas de sua língua lhes permite um acesso a um exercício cada vez mais pleno da cidadania, o que está na base dos documentos oficiais. O conjunto de atividades propostas, tendo em vista pressupostos da Gramática Gerativa, vai ao encontro dessa tentativa de empoderamento.

In the context of Indonesian College English classes, the onus of grammar instruction is still placed on deductive approach that is students are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples (Widodo, 2006). In this style, teachers mainly focus their instruction on presenting grammatical rules through a series of lecturers. In other words, grammar teaching centered on accuracy of form and rule learning, and with mechanical exercises seen as the way to bring about the learning of grammar (Jean & Simard 2011). As a result, with this style students of English as a foreign language (EFL) can easily bored with learning grammar. It is not only makes grammar learning passive and uninteresting but also weakens students' ability to develop a clear understanding of context-appropriate use of grammar (Liu (2011). For example, the teaching and the strict enforcement of certain prescriptive grammar rules, such as " no sentence-initial use of and/but " rule, have caused some students to consistently follow these rules regardless of context. Such teaching practices also make students less willing to allow grammatical choices that, according to Kolln and Gray (2009), are not only available but also necessary for effective communication. Micciche (2004) argues that current grammar instruction in college writing classes is in general " not empowering but disempowering, not rhetorical but decontextualized, not progressive but remedial (p.718). Such disempowering and remedial teaching of grammar does students more disservice than service. Much research has concurred that there is a positive function of grammar in foreign language learning. Celce-Murcia (1991) held that grammar instruction is part of language teaching since grammar interacts with meaning, social function, or discourse – or a combination of these – rather than standing alone as an autonomous system to be learned for its own sake. Further, grammar is considered to provide the foundation for a set of language skills: listening, speaking, reading and writing. In listening and speaking, grammar plays an essential

RESUMEN Este trabajo ofrece una revisión crítica de las llamadas "competencias", presentes en diferentes textos oficiales, cuya función es la de determinar qué aspectos de una materia deben ser asimilados, desarrollados y aplicados por los estudiantes. Se destacan aquí la redundancia y la vaguedad de algunas formulaciones oficiales de la llamada " competencia en comunicación lingüística " , así como la concepción (errónea, a nuestro entender) de que los enfoques comunicativo y formalista son incompatibles. El artículo plantea también una comparación entre las competencias asociadas a las materias de ciencias y aquellas que se vinculan a las de letras, con el objetivo de señalar las asimetrías que se establecen entre ellas y que contribuyen a que se afiance (injusta e injustificadamente) una visión no científica del estudio de la lengua. Finalmente, se propone una serie de competencias que, creemos, deberían favorecerse en las clases de lengua de Secundaria y Bachillerato.

Grammar is central to the teaching and learning of languages. It is also one of the more difficult aspects of language to teach well. So, to teach about a set of forms and rules and then drill students on them depends greatly on how we manage to put that information across in the best way to suit the age and stage of the students. This will require a full explanation of the definition, which can be done with practical demonstrations. Often the mistake is made of assuming that grammar can be taught only in a dry unimaginative way. But this is far from the truth.

In the Saudi English language curriculum, grammar is an indispensable and crucial element of four integrated skills: reading, writing, listening, and speaking. Nevertheless, teaching English grammar in Saudi Arabia has been and still is a challenging task, since most Saudi learners can be classified as “anti-grammarians” who consider grammar a threatening and difficult aspect of these skills. The majority of Saudi students dislike learning grammar and often depict English instructors as unpleasant grammar mongers whose job in life is to point out students’ errors. This misperception is due to numerous faults within the Saudi curriculum’s English language textbooks that have led to either educators’ misinterpretation or learners’ misunderstanding. With this in mind, this paper seeks to evaluate how simple present and present progressive tenses are displayed in the elementary-level Saudi textbook SuperGoal 3.

Bu çalışmanın amacı, ana dili eğitiminde dil bilgisinin nasıl
bir yeri ve önemi olduğunu belirlemektir. Literatür taraması sonucu oluşturulan çalışmada öncelikle “ana dili” kavramı tanıtılmış, ana dili eğitimi hakkında bilgi verilmiştir. Daha sonra dil bilgisi ve öğretimi üzerinde durularak ana dili eğitimi çerçevesinde dil bilgisi öğretiminin ilkeleri belirtilmiştir.
Ana dili eğitiminde dil bilgisi öğretimi hakkında kapsamlı bir
değerlendirme yapılmış, elde edilen bilgiler tartışılarak konuyla ilgili bazı öneriler geliştirilmiştir. Çalışmada, dil becerilerine doğrudan bir etkisi olmasa da dil bilgisi öğretiminin ana dili eğitimine sağladığı pek çok katkı açısından önemli ve gerekli olduğu sonucuna ulaşılmıştır. Dil bilgisi öğretiminin gerekçeleri, amaçları, onu ana dili eğitimi için zorunlu kıldığı gibi
ana dili eğitiminin amaçlarının tam olarak gerçekleşebilmesi için de dil bilgisi öğretimine ihtiyaç vardır.

Online language teaching and learning contexts yield both merits and drawbacks for professionals and learners. Within this scope, this study investigated the views of instructors on possible problems of online foreign language teaching with regard to language skills, language areas, and classroom management. A questionnaire consisting of 19 items was developed and implemented by the researcher. The study involved 30 language instructors selected purposefully at a state university context in Turkey, and they took part in the process voluntarily. They had varying educational backgrounds and teaching experiences. Frequencies (f) and percentages (%) were used in analyzing the data. The results were reported descriptively at the end. The results demonstrated that the participants supported online foreign language teaching with regard to language skills and language areas while they considered some aspects problematic in relation to classroom management. Finally, limitations of the inquiry and implications for future studies were discussed based on the results.

Language teachers should find an effective way to help language learners master grammar, so that learners can grammatically construct their idea, opinion, or thought. One of the solutions to overcome such problem is by appropriately applying teaching media, such as picture. Pictures can help learners imagine the situation how and when to use grammar in any context. In Chinese language, one of some grammar rules that should be mastered by its learners is comparative sentence " 比字句 " bǐzìjù. Preposition " 比 " bǐis usually used to introduce objects in making comparison. How picture can help learners to master " 比字句 " bǐzìjù will be explained in this article. The in-depth discussion about previous studies on the effectiveness of picture in teaching is also provided.

There has always been a great deal of controversy over grammar and error correction in language teaching.
Furthermore, teachers and students might have their own specific views on these controversial issues, which
makes the need for various investigations in this regard even more evident. Following the same line of research
done by Schulz (1996; 2001), the present study primarily aimed at comparing teachers’ and their students’
opinions on the role of grammar and error correction in language learning. For this purpose, a 15-item
questionnaire (an adaptation of Schulz’s original questionnaire) was distributed among 440 students together
with their 76 teachers in Tehran. A comparison of standard deviations revealed that students and teachers were
almost equally consistent in their attitudes toward both grammar and corrective feedback; however, the chisquare
results indicated that there was a discrepancy between teachers’ and their students’ perceptions of
grammar and, especially, error correction, which could reduce the pedagogical face validity and in effect the
effectiveness of the learning process. Another general finding of the study was that the students, as compared
with their teachers, held more strongly positive attitudes toward grammar and error correction. The results
further showed that female students were generally more in favor of error correction as compared with their male
counterparts. Among the most significant pedagogical implications of the study is the need to consider the
teachers’ and students’ perceptions of grammar and error correction and the possibility of discrepancy between
the two before organizing instruction.

The aim of this paper is to suggest a possible order of teaching English tenses in Croatian primary schools. After a short introduction in which we explain why such an order might be needed in the Croatian context, and after a brief look at possible foundations in scientific research, we review grammar teaching from the methodological aspect and discuss the notion of pedagogical grammar. We also bring a summary of grammar content provided in the current primary and secondary school curricula. In the main part of the paper, we analyze the tenses in terms of complexity and communicative potential and suggest an order of teaching. In the end, we offer suggestions to teachers and textbook authors regarding the presentation and teaching of grammar content in primary school.

Studiare la grammatica non entusiasma chi impara una lingua e impartirne le nozioni frustra spesso chi la insegna. Motivazioni e risultati di apprendimento e insegnamento ne risentono. C’è così da tempo un vivace dibattito sulle strategie della didattica grammaticale e sulla metalingua con cui chi insegna si indirizza in proposito a chi impara. Senza la pretesa di sciogliere i nodi di tale dibattito, questo libro indica concretamente come un metodo sperimentale, fatto di osservazioni e di ragionamento, possa essere didatticamente stimolante e proficuo.

Teacher cognition is one of the aspects of teaching that has become the focus of researchers' attention since the early 80s, and its relationship with teachers' practice has been studied from different aspects, one of the most important of which is grammar instruction. There is, however, a dearth of studies investigating the use of grammatical terminology (GT) with respect to teachers’ cognition and practice. Thus, the present study was an attempt to find out how teachers' cognition about grammatical terminology interacts with their use of grammatical terms in their classrooms. Four teachers participated in this study, and two classes of each teacher at different levels were observed and analyzed for the quality and quantity of GT used in them. After the observations, the teachers were asked about their beliefs about teaching GT and also their opinions on their own practice. The results showed that, among various factors such as age, students’ level of language proficiency seems to be the most important factor in making use of GT in teaching English.

Facilitating students to succeed in learning grammar has received a lot of critical attention from teachers. Grammar mastery is perceived as a determining aspect for the students to communicate accurately in a written form, yet they often encounter problems to acquire it. Students may have basic knowledge of the rules or of sentence structures, but most of them still make frequent mistakes as well as errors in their subsequent writing although teachers have provided adequate feedback. This notion attracts the writers to propose an alternative model, called Constructing and Analyzing Model (CAM). Substantively, this model comprises five major steps; composing sentences, peer review, self-review, teacher's feedback, and concluding the concept. It is asserted that CAM is one of the communicative ways in teaching grammar that facilitates students not only to learn it effectively but also assist them in constructing their own understanding, making use of their knowledge in an acceptable context, and developing their writing skill. Engaging students in various grammar activities using CAM enables them to be able to (a) integrate the concept of grammar into writing, (b) become interactive and collaborative learners, and (c) sharpen high-order thinking skills. The writer’s two-valuable-semester experiences have shown that CAM is appropriately applied in a grammar class for it increases students’ scores in grammar quizzes and learning involvement. In this regard, the current article is intended to overview the concept and theoretical framework of the teaching of grammar using CAM, the five major steps to implement it, the model, and its benefits.

Most of the teachers believe that grammar is a crucial aspect in the process of learning a second language. Nonetheless, teaching grammar to kids might become a picky process for some teachers. Therefore, this research seeks to describe the appropriate techniques to teach grammar communicatively to high beginner and intermediate students in the Smartkids program at Universidad Centroamericana. To reach this aim, in this literature review some theories are taken into consideration, beginning with the language acquisition theories that explain how kids learn and acquire a second language. Examples of these are the Krashen’s Hypothesis, the Universal Grammar (UG) theory of Noam Chomsky, the Vygotsky’s scaffolding, and so on.  Also some relevant theories are mentioned that explain how grammar is learnt and how it must be taught to children by pointing out the methods employed. Finally, it will be described, in general terms, the techniques that are used to teach English grammar communicatively.

Le sujet de l’enseignement / l’apprentissage d’une langue étrangère (LE) était toujours au centre de plusieurs recherches tout au long des siècles etil continue à garder sa validité de nos jours. Les théories de l’enseignement / l’apprentissage sont développées pour  trouver  des  solutions aux problèmes rencontrés pendant ce processus. Certaines de ces théories sont le béhaviorisme, la théorie de Gestalt, le cognitivisme, le constructivisme et le socio-constructivisme. Parallèlement à celles-ci,  on  voit  sur la scène les méthodes de l’enseignement / l’apprentissage élaborées selon les principes de ces théories. La méthode traditionnelle, laméthode directe, la méthode audio-orale et la méthode audio-visuelle, l’approche communicative, la perspective actionnelle en sont les plus connues dans le domaine de la didactique des langues. Notre étude a pour but d’étudier la manière dont la grammaire est abordéedans le manuel Francofolie 1à la lumière des principes généraux de la théorie du cognitivisme qui repose surle  processus  interne  d'acquisition  de  la  connaissance. Étant  donné  que nous y avons  recours  à  la  méthode  d’analyse documentaire  pour la collecte  des  données, celle-ci est  descriptive et  aussi analytique.  Notre analyse  a révélé que  dans ce manuel,  la  démarche  proposée  pour  l’enseignement  /  l’apprentissage  de  la  grammaire  est  inductive  et  que  les  contenus grammaticaux  vont  du  simple  au  complexe.  Pour  l’acquisition  des  nouvelles  connaissances,  l’apprenant  utilise  les connaissances  déjà  acquises.  En  outre,  l’apprenant  s’auto-évolue.  Nous  avons  aussi  constaté  que  ce  manuel  comporte  les influences du cognitivisme sur l’enseignement / l’apprentissage de la grammaire.

Teaching English language started with using the traditional teaching methods in the educational system of Afghanistan. Teachers preferred such kinds of classical methods for teaching grammar as well. To the knowledge of the researchers, there is a lack of research conducted to indicate whether the two common methods for grammar teaching, i.e. inductive or deductive, are more effective within the Afghan teaching and learning context. The current study has been conducted to find out the effectiveness of using inductive and deductive teaching approaches to teaching English grammar in the Afghan context. Using a mixed-method (qualitative and quantitative) approach for data collection as well as analysis, the study conducted a questionnaire survey of 218 students and 13 instructors and semi-structured interviews with 4 language instructors from both English Departments of Education & Literature Faculties at a university in Afghanistan. The findings indicate that there is no significant ...

English Grammar 1 is the first book out of three Grammar Coursebook Series designed to fulfill the minimum requirement for students taking this subject at English Education Department, Faculty of Education, the University of Mataram. This two-credit course is designed to reinforce students’ mastery of English Grammar at elementary levels for both receptive and productive skills. The materials covered include Kinds and Aspects of Sentences, Review of Tenses and Modals, Nouns Pronouns and Determiners, Subject-Verb Agreements, Compound Sentences, and Direct & Indirect Questions and are analyzed and discussed at various levels: phrase, clause and sentence. These materials are presented in the forms of lectures, discussions, and assignments. The assessment is based on student’s performance on assignments, quizzes, and tests.