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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Teaching Grammar</h1><div class="u-tcGrayDark">8,600 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Teaching Grammar</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Teaching_Grammar">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teaching_Grammar/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teaching_Grammar/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teaching_Grammar/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Teaching_Grammar">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_59913036" data-work_id="59913036" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/59913036/The_Effect_of_Constructing_and_Analyzing_Model_in_Enhancing_Tertiary_Efl_Learners_Grammar_and_Writing_Ability">The Effect of Constructing and Analyzing Model in Enhancing Tertiary Efl Learners’ Grammar and Writing Ability</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This research aimed at examining the effect of Constructive and Analyzing Model on learners' grammar mastery and writing ability at the university EFL context. The study also attempted to seek the light on how they perceived about the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_59913036" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This research aimed at examining the effect of Constructive and Analyzing Model on learners' grammar mastery and writing ability at the university EFL context. The study also attempted to seek the light on how they perceived about the implementation of the model in learning grammar integrated with writing activities. A quasi-experimental with pretest-posttest non-equivalent control group design was employed, involving 49 university learners. Cloze-grammar tests and questionnaire were used to collect the data. Before administered, the instruments were tried out</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/59913036" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d204ac6e5ff03d576464d23ac8c9e961" rel="nofollow" data-download="{"attachment_id":73594547,"asset_id":59913036,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/73594547/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10334016" href="https://independent.academia.edu/ElokNimasari">Elok Nimasari</a><script data-card-contents-for-user="10334016" type="text/json">{"id":10334016,"first_name":"Elok","last_name":"Nimasari","domain_name":"independent","page_name":"ElokNimasari","display_name":"Elok Nimasari","profile_url":"https://independent.academia.edu/ElokNimasari?f_ri=475458","photo":"https://0.academia-photos.com/10334016/6393771/7233326/s65_elok.nimasari.jpg"}</script></span></span></li><li class="js-paper-rank-work_59913036 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="59913036"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 59913036, container: ".js-paper-rank-work_59913036", }); 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$(".js-view-count[data-work-id=59913036]").text(description); $(".js-view-count-work_59913036").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_59913036").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="59913036"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="103348" href="https://www.academia.edu/Documents/in/Elt_Methodology">Elt Methodology</a>, <script data-card-contents-for-ri="103348" type="text/json">{"id":103348,"name":"Elt Methodology","url":"https://www.academia.edu/Documents/in/Elt_Methodology?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="126788" href="https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_">English Language Teaching (ELT)</a>, <script data-card-contents-for-ri="126788" type="text/json">{"id":126788,"name":"English Language Teaching (ELT)","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="302696" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_">Teaching English as a foreign language (TEFL)</a><script data-card-contents-for-ri="302696" type="text/json">{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=59913036]'), work: {"id":59913036,"title":"The Effect of Constructing and Analyzing Model in Enhancing Tertiary Efl Learners’ Grammar and Writing Ability","created_at":"2021-10-25T06:25:06.667-07:00","url":"https://www.academia.edu/59913036/The_Effect_of_Constructing_and_Analyzing_Model_in_Enhancing_Tertiary_Efl_Learners_Grammar_and_Writing_Ability?f_ri=475458","dom_id":"work_59913036","summary":"This research aimed at examining the effect of Constructive and Analyzing Model on learners' grammar mastery and writing ability at the university EFL context. 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Before administered, the instruments were tried out","downloadable_attachments":[{"id":73594547,"asset_id":59913036,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10334016,"first_name":"Elok","last_name":"Nimasari","domain_name":"independent","page_name":"ElokNimasari","display_name":"Elok Nimasari","profile_url":"https://independent.academia.edu/ElokNimasari?f_ri=475458","photo":"https://0.academia-photos.com/10334016/6393771/7233326/s65_elok.nimasari.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=475458","nofollow":false},{"id":103348,"name":"Elt Methodology","url":"https://www.academia.edu/Documents/in/Elt_Methodology?f_ri=475458","nofollow":false},{"id":126788,"name":"English Language Teaching (ELT)","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_?f_ri=475458","nofollow":false},{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":530961,"name":"Integrated Skills Teaching","url":"https://www.academia.edu/Documents/in/Integrated_Skills_Teaching?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76260382" data-work_id="76260382" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76260382/Booklet_Design_Based_on_a_Communicative_Methodology_to_Improve_Students_Grammatical_Correctness">Booklet Design Based on a Communicative Methodology to Improve Students' Grammatical Correctness</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76260382" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76260382" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dd53164d17ac6bddc3da55a511787c8b" rel="nofollow" data-download="{"attachment_id":83979653,"asset_id":76260382,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83979653/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15095415" href="https://pucese.academia.edu/Hayde%C3%A9Ram%C3%ADrezLozada">Haydeé Ramírez Lozada</a><script data-card-contents-for-user="15095415" type="text/json">{"id":15095415,"first_name":"Haydeé","last_name":"Ramírez Lozada","domain_name":"pucese","page_name":"HaydeéRamírezLozada","display_name":"Haydeé Ramírez Lozada","profile_url":"https://pucese.academia.edu/Hayde%C3%A9Ram%C3%ADrezLozada?f_ri=475458","photo":"https://0.academia-photos.com/15095415/5467593/6233017/s65_hayde_.ram_rez_lozada.jpg_oh_50865ce3b4639197b3dc6ab7943a9bb3_oe_54ad4fb5___gda___1425185968_00568136d7009da9a59fbb1166624e89"}</script></span></span></li><li class="js-paper-rank-work_76260382 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76260382"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76260382, container: ".js-paper-rank-work_76260382", }); });</script></li><li class="js-percentile-work_76260382 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76260382; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_76260382"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_76260382 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="76260382"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76260382; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76260382]").text(description); $(".js-view-count-work_76260382").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76260382").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76260382"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76260382]'), work: {"id":76260382,"title":"Booklet Design Based on a Communicative Methodology to Improve Students' Grammatical Correctness","created_at":"2022-04-12T14:09:57.323-07:00","url":"https://www.academia.edu/76260382/Booklet_Design_Based_on_a_Communicative_Methodology_to_Improve_Students_Grammatical_Correctness?f_ri=475458","dom_id":"work_76260382","summary":"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.","downloadable_attachments":[{"id":83979653,"asset_id":76260382,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":15095415,"first_name":"Haydeé","last_name":"Ramírez Lozada","domain_name":"pucese","page_name":"HaydeéRamírezLozada","display_name":"Haydeé Ramírez Lozada","profile_url":"https://pucese.academia.edu/Hayde%C3%A9Ram%C3%ADrezLozada?f_ri=475458","photo":"https://0.academia-photos.com/15095415/5467593/6233017/s65_hayde_.ram_rez_lozada.jpg_oh_50865ce3b4639197b3dc6ab7943a9bb3_oe_54ad4fb5___gda___1425185968_00568136d7009da9a59fbb1166624e89"}],"research_interests":[{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37844840" data-work_id="37844840" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37844840/LA_APLICACI%C3%93N_DE_LA_GRAM%C3%81TICA_EN_EL_AULA_RECURSOS_DID%C3%81CTICOS_CL%C3%81SICOS_Y_MODERNOS_PARA_LA_ENSE%C3%91ANZA_DE_LA_GRAM%C3%81TICA_GRAMMAR_APPLICATION_IN_THE_CLASSROOM_OLD_AND_NEW_TEACHING_RESOURCES_TO_TEACH_GRAMMAR">LA APLICACIÓN DE LA GRAMÁTICA EN EL AULA. RECURSOS DIDÁCTICOS CLÁSICOS Y MODERNOS PARA LA ENSEÑANZA DE LA GRAMÁTICA * GRAMMAR APPLICATION IN THE CLASSROOM. OLD AND NEW TEACHING RESOURCES TO TEACH GRAMMAR</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37844840" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37844840" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="08e1c962f555e1cfa30594d0f5157ee1" rel="nofollow" data-download="{"attachment_id":57848425,"asset_id":37844840,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57848425/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46305549" href="https://ucm.academia.edu/IgnacioBosque">Ignacio Bosque</a><script data-card-contents-for-user="46305549" type="text/json">{"id":46305549,"first_name":"Ignacio","last_name":"Bosque","domain_name":"ucm","page_name":"IgnacioBosque","display_name":"Ignacio Bosque","profile_url":"https://ucm.academia.edu/IgnacioBosque?f_ri=475458","photo":"https://0.academia-photos.com/46305549/12662365/14085387/s65_ignacio.bosque.jpg"}</script></span></span></li><li class="js-paper-rank-work_37844840 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37844840"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37844840, container: ".js-paper-rank-work_37844840", }); 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$(".js-view-count[data-work-id=37844840]").text(description); $(".js-view-count-work_37844840").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37844840").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37844840"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a>, <script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2582248" href="https://www.academia.edu/Documents/in/Ense%C3%B1anza_de_la_gram%C3%A1tica_espa%C3%B1ola">Enseñanza de la gramática española</a><script data-card-contents-for-ri="2582248" type="text/json">{"id":2582248,"name":"Enseñanza de la gramática española","url":"https://www.academia.edu/Documents/in/Ense%C3%B1anza_de_la_gram%C3%A1tica_espa%C3%B1ola?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37844840]'), work: {"id":37844840,"title":"LA APLICACIÓN DE LA GRAMÁTICA EN EL AULA. RECURSOS DIDÁCTICOS CLÁSICOS Y MODERNOS PARA LA ENSEÑANZA DE LA GRAMÁTICA * GRAMMAR APPLICATION IN THE CLASSROOM. OLD AND NEW TEACHING RESOURCES TO TEACH GRAMMAR","created_at":"2018-11-25T02:34:23.541-08:00","url":"https://www.academia.edu/37844840/LA_APLICACI%C3%93N_DE_LA_GRAM%C3%81TICA_EN_EL_AULA_RECURSOS_DID%C3%81CTICOS_CL%C3%81SICOS_Y_MODERNOS_PARA_LA_ENSE%C3%91ANZA_DE_LA_GRAM%C3%81TICA_GRAMMAR_APPLICATION_IN_THE_CLASSROOM_OLD_AND_NEW_TEACHING_RESOURCES_TO_TEACH_GRAMMAR?f_ri=475458","dom_id":"work_37844840","summary":"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.","downloadable_attachments":[{"id":57848425,"asset_id":37844840,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46305549,"first_name":"Ignacio","last_name":"Bosque","domain_name":"ucm","page_name":"IgnacioBosque","display_name":"Ignacio Bosque","profile_url":"https://ucm.academia.edu/IgnacioBosque?f_ri=475458","photo":"https://0.academia-photos.com/46305549/12662365/14085387/s65_ignacio.bosque.jpg"}],"research_interests":[{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":2582248,"name":"Enseñanza de la gramática española","url":"https://www.academia.edu/Documents/in/Ense%C3%B1anza_de_la_gram%C3%A1tica_espa%C3%B1ola?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div 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href="https://www.academia.edu/Documents/in/English_Language_Teaching_Discourse_Grammar_Communicative_Competence">English Language Teaching, Discourse Grammar, Communicative Competence</a>, <script data-card-contents-for-ri="100829" type="text/json">{"id":100829,"name":"English Language Teaching, Discourse Grammar, Communicative Competence","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_Discourse_Grammar_Communicative_Competence?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22957471]'), work: {"id":22957471,"title":"Synthesis Paper in Teaching Grammar","created_at":"2016-03-07T16:37:46.576-08:00","url":"https://www.academia.edu/22957471/Synthesis_Paper_in_Teaching_Grammar?f_ri=475458","dom_id":"work_22957471","summary":null,"downloadable_attachments":[{"id":43477991,"asset_id":22957471,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1245438,"first_name":"Junilyn","last_name":"Samoya","domain_name":"serenituude","page_name":"JunilynSamoya","display_name":"Junilyn Samoya","profile_url":"https://serenituude.academia.edu/JunilynSamoya?f_ri=475458","photo":"https://0.academia-photos.com/1245438/454381/22142042/s65_junilyn.samoya.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=475458","nofollow":false},{"id":100829,"name":"English Language Teaching, Discourse Grammar, Communicative Competence","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_Discourse_Grammar_Communicative_Competence?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7127249" data-work_id="7127249" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7127249/%D8%B7%D8%B1%D9%8A%D9%82%D8%A9_%D9%84%D8%AA%D8%B9%D9%84%D9%8A%D9%85_%D8%A7%D9%84%D9%82%D9%88%D8%A7%D8%B9%D8%AF_%D9%84%D8%BA%D9%8A%D8%B1_%D8%A7%D9%84%D9%86%D8%A7%D8%B7%D9%82%D9%8A%D9%86_%D8%A8%D8%A7%D9%84%D8%B9%D8%B1%D8%A8%D9%8A%D8%A9">طريقة لتعليم القواعد لغير الناطقين بالعربية</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7127249" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bbcd94d6737f37fc0d05517de2290952" rel="nofollow" data-download="{"attachment_id":33766154,"asset_id":7127249,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33766154/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa 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Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9919" href="https://www.academia.edu/Documents/in/Teaching_Arabic_as_a_Foreign_Language_TAFL_">Teaching Arabic as a Foreign Language (TAFL)</a><script data-card-contents-for-ri="9919" type="text/json">{"id":9919,"name":"Teaching Arabic as a Foreign Language (TAFL)","url":"https://www.academia.edu/Documents/in/Teaching_Arabic_as_a_Foreign_Language_TAFL_?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7127249]'), work: {"id":7127249,"title":"طريقة لتعليم القواعد لغير الناطقين 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href="https://www.academia.edu/38732284/Learning_the_English_Passive_Voice_A_Comparative_Study_on_Input_Flooding_and_Input_Enhancement_Techniques">Learning the English Passive Voice: A Comparative Study on Input Flooding and Input Enhancement Techniques</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38732284" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38732284" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ba8e7d68e7ff44fc8d713d6a21a7db2a" rel="nofollow" data-download="{"attachment_id":58818032,"asset_id":38732284,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58818032/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11799939" href="https://iau-tnb.academia.edu/MojganRashtchi">Mojgan Rashtchi</a><script data-card-contents-for-user="11799939" type="text/json">{"id":11799939,"first_name":"Mojgan","last_name":"Rashtchi","domain_name":"iau-tnb","page_name":"MojganRashtchi","display_name":"Mojgan Rashtchi","profile_url":"https://iau-tnb.academia.edu/MojganRashtchi?f_ri=475458","photo":"https://0.academia-photos.com/11799939/104671252/93861844/s65_mojgan.rashtchi.png"}</script></span></span></li><li class="js-paper-rank-work_38732284 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38732284"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38732284, container: ".js-paper-rank-work_38732284", }); 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$(".js-view-count[data-work-id=38732284]").text(description); $(".js-view-count-work_38732284").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38732284").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38732284"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a>, <script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1644407" href="https://www.academia.edu/Documents/in/Textual_Input_Enhancement">Textual Input Enhancement</a><script data-card-contents-for-ri="1644407" type="text/json">{"id":1644407,"name":"Textual Input Enhancement","url":"https://www.academia.edu/Documents/in/Textual_Input_Enhancement?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38732284]'), work: {"id":38732284,"title":"Learning the English Passive Voice: A Comparative Study on Input Flooding and Input Enhancement Techniques","created_at":"2019-04-07T04:52:46.885-07:00","url":"https://www.academia.edu/38732284/Learning_the_English_Passive_Voice_A_Comparative_Study_on_Input_Flooding_and_Input_Enhancement_Techniques?f_ri=475458","dom_id":"work_38732284","summary":"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.","downloadable_attachments":[{"id":58818032,"asset_id":38732284,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":11799939,"first_name":"Mojgan","last_name":"Rashtchi","domain_name":"iau-tnb","page_name":"MojganRashtchi","display_name":"Mojgan Rashtchi","profile_url":"https://iau-tnb.academia.edu/MojganRashtchi?f_ri=475458","photo":"https://0.academia-photos.com/11799939/104671252/93861844/s65_mojgan.rashtchi.png"}],"research_interests":[{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":1644407,"name":"Textual Input Enhancement","url":"https://www.academia.edu/Documents/in/Textual_Input_Enhancement?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36109817" data-work_id="36109817" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36109817/LANGUAGE_TEACHING_METHODOLOGY_AND_SECOND_LANGUAGE_ACQUISITION">LANGUAGE TEACHING METHODOLOGY AND SECOND LANGUAGE ACQUISITION</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">rpp</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36109817" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b45478a7cc5cb1252474da36e08d2ad1" rel="nofollow" data-download="{"attachment_id":56001394,"asset_id":36109817,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56001394/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="78124604" href="https://independent.academia.edu/JuliaWulandari5">Julia Wulandari</a><script data-card-contents-for-user="78124604" type="text/json">{"id":78124604,"first_name":"Julia","last_name":"Wulandari","domain_name":"independent","page_name":"JuliaWulandari5","display_name":"Julia Wulandari","profile_url":"https://independent.academia.edu/JuliaWulandari5?f_ri=475458","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_36109817 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36109817"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36109817, container: ".js-paper-rank-work_36109817", }); });</script></li><li class="js-percentile-work_36109817 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span 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href="https://www.academia.edu/Documents/in/Classroom_Interaction">Classroom Interaction</a><script data-card-contents-for-ri="25982" type="text/json">{"id":25982,"name":"Classroom Interaction","url":"https://www.academia.edu/Documents/in/Classroom_Interaction?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36109817]'), work: {"id":36109817,"title":"LANGUAGE TEACHING METHODOLOGY AND SECOND LANGUAGE ACQUISITION","created_at":"2018-03-08T06:52:31.969-08:00","url":"https://www.academia.edu/36109817/LANGUAGE_TEACHING_METHODOLOGY_AND_SECOND_LANGUAGE_ACQUISITION?f_ri=475458","dom_id":"work_36109817","summary":"rpp ","downloadable_attachments":[{"id":56001394,"asset_id":36109817,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":78124604,"first_name":"Julia","last_name":"Wulandari","domain_name":"independent","page_name":"JuliaWulandari5","display_name":"Julia 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Competence","url":"https://www.academia.edu/Documents/in/Communicative_Competence?f_ri=475458"},{"id":172815,"name":"Aptitude","url":"https://www.academia.edu/Documents/in/Aptitude?f_ri=475458"},{"id":186923,"name":"Co","url":"https://www.academia.edu/Documents/in/Co?f_ri=475458"},{"id":237531,"name":"Interlanguage","url":"https://www.academia.edu/Documents/in/Interlanguage?f_ri=475458"},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":538144,"name":"Language for Specific Purposes","url":"https://www.academia.edu/Documents/in/Language_for_Specific_Purposes?f_ri=475458"},{"id":627625,"name":"Teaching Vocabulary","url":"https://www.academia.edu/Documents/in/Teaching_Vocabulary?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_63758512" data-work_id="63758512" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/63758512/Webinar_How_to_Teach_Grammar">Webinar - How to "Teach" Grammar</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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:... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_63758512" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Reminder: Our next free webinar: How to “Teach” Grammar on December 11, 2021, 7:00 EST, 6:00 CST, 4:00 PST<br /> <br />We are limited to 500 attendees.  Please register in advance:<br /><a href="https://minnstate.zoom.us/webinar/register/WN_YJcVb0UBTzyToefxWusujA" rel="nofollow">https://minnstate.zoom.us/webinar/register/WN_YJcVb0UBTzyToefxWusujA</a><br /> <br />After registering, you will receive a confirmation email containing information about joining the webinar.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/63758512" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9243d3e359b043c6d09aedcf211c6954" rel="nofollow" data-download="{"attachment_id":76171670,"asset_id":63758512,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76171670/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15900569" href="https://mnsu.academia.edu/AndrewJohnson">Andrew Johnson</a><script data-card-contents-for-user="15900569" type="text/json">{"id":15900569,"first_name":"Andrew","last_name":"Johnson","domain_name":"mnsu","page_name":"AndrewJohnson","display_name":"Andrew Johnson","profile_url":"https://mnsu.academia.edu/AndrewJohnson?f_ri=475458","photo":"https://0.academia-photos.com/15900569/4301231/36129999/s65_andrew.johnson.jpg"}</script></span></span></li><li class="js-paper-rank-work_63758512 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="63758512"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 63758512, container: ".js-paper-rank-work_63758512", }); });</script></li><li class="js-percentile-work_63758512 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63758512; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_63758512"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_63758512 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="63758512"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63758512; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63758512]").text(description); $(".js-view-count-work_63758512").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_63758512").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="63758512"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="17282" href="https://www.academia.edu/Documents/in/English_Grammar">English Grammar</a>, <script data-card-contents-for-ri="17282" type="text/json">{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18072" href="https://www.academia.edu/Documents/in/Construction_Grammar">Construction Grammar</a>, <script data-card-contents-for-ri="18072" type="text/json">{"id":18072,"name":"Construction Grammar","url":"https://www.academia.edu/Documents/in/Construction_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="95162" href="https://www.academia.edu/Documents/in/Grammar">Grammar</a>, <script data-card-contents-for-ri="95162" type="text/json">{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=63758512]'), work: {"id":63758512,"title":"Webinar - How to \"Teach\" Grammar","created_at":"2021-12-10T05:00:04.604-08:00","url":"https://www.academia.edu/63758512/Webinar_How_to_Teach_Grammar?f_ri=475458","dom_id":"work_63758512","summary":"Reminder: Our next free webinar: How to “Teach” Grammar on December 11, 2021, 7:00 EST, 6:00 CST, 4:00 PST\n \nWe are limited to 500 attendees. Please register in advance:\nhttps://minnstate.zoom.us/webinar/register/WN_YJcVb0UBTzyToefxWusujA\n \nAfter registering, you will receive a confirmation email containing information about joining the webinar.\n","downloadable_attachments":[{"id":76171670,"asset_id":63758512,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":15900569,"first_name":"Andrew","last_name":"Johnson","domain_name":"mnsu","page_name":"AndrewJohnson","display_name":"Andrew Johnson","profile_url":"https://mnsu.academia.edu/AndrewJohnson?f_ri=475458","photo":"https://0.academia-photos.com/15900569/4301231/36129999/s65_andrew.johnson.jpg"}],"research_interests":[{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458","nofollow":false},{"id":18072,"name":"Construction Grammar","url":"https://www.academia.edu/Documents/in/Construction_Grammar?f_ri=475458","nofollow":false},{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31077137" data-work_id="31077137" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31077137/WASHBACK_EFFECT_OF_REFLECTIVE_JOURNAL_ASSIGNMENT">WASHBACK EFFECT OF REFLECTIVE JOURNAL ASSIGNMENT</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31077137" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31077137" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a82dbef54fe2bb2932514df8902351d7" rel="nofollow" data-download="{"attachment_id":51511449,"asset_id":31077137,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51511449/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59142383" href="https://independent.academia.edu/MuhammadRezaPahlevi11">Muhammad Reza Pahlevi</a><script data-card-contents-for-user="59142383" type="text/json">{"id":59142383,"first_name":"Muhammad","last_name":"Reza Pahlevi","domain_name":"independent","page_name":"MuhammadRezaPahlevi11","display_name":"Muhammad Reza Pahlevi","profile_url":"https://independent.academia.edu/MuhammadRezaPahlevi11?f_ri=475458","photo":"https://0.academia-photos.com/59142383/22340326/21554466/s65_muhammad.reza_pahlevi.jpg"}</script></span></span></li><li class="js-paper-rank-work_31077137 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31077137"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31077137, container: ".js-paper-rank-work_31077137", }); });</script></li><li class="js-percentile-work_31077137 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31077137; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31077137"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31077137 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31077137"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31077137; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31077137]").text(description); $(".js-view-count-work_31077137").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31077137").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31077137"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2065" href="https://www.academia.edu/Documents/in/Research_Methodology">Research Methodology</a>, <script data-card-contents-for-ri="2065" type="text/json">{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="302696" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_">Teaching English as a foreign language (TEFL)</a>, <script data-card-contents-for-ri="302696" type="text/json">{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31077137]'), work: {"id":31077137,"title":"WASHBACK EFFECT OF REFLECTIVE JOURNAL ASSIGNMENT","created_at":"2017-01-25T15:12:01.208-08:00","url":"https://www.academia.edu/31077137/WASHBACK_EFFECT_OF_REFLECTIVE_JOURNAL_ASSIGNMENT?f_ri=475458","dom_id":"work_31077137","summary":"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.","downloadable_attachments":[{"id":51511449,"asset_id":31077137,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":59142383,"first_name":"Muhammad","last_name":"Reza Pahlevi","domain_name":"independent","page_name":"MuhammadRezaPahlevi11","display_name":"Muhammad Reza Pahlevi","profile_url":"https://independent.academia.edu/MuhammadRezaPahlevi11?f_ri=475458","photo":"https://0.academia-photos.com/59142383/22340326/21554466/s65_muhammad.reza_pahlevi.jpg"}],"research_interests":[{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=475458","nofollow":false},{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7359399 coauthored" data-work_id="7359399" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7359399/Using_Games_in_Primary_Schools_for_Effective_Grammar_Teaching_a_Case_Study_from_Sebha"> Using Games in Primary Schools for Effective Grammar Teaching: a Case Study from Sebha</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Teaching and learning a foreign language like English is not easy task. The situation become more difficult when the learners are primary school children and teaching and learning focus is grammar, an activity often regarded as ‘boring,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7359399" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Teaching and learning a foreign language like English is not easy task. The situation become more difficult when the learners are primary school children and teaching and learning focus is grammar, an activity often regarded as ‘boring, ‘uninteresting’ and ‘’tedious’. However, one’s mastery over a language is determined by the appropriate use of language by that individual following grammatical rules and failing to follow the rules of grammar marks one’s use of language as erroneous. Therefore, systematic attempt is done to teach grammatical rules and structures to the language learners from the beginning of language teaching and learning process. However, the success or failure of learning, mastering and using the grammatical rules and structures is largely determined by the technique and approach used by the grammar teacher to teach. The leaner-cantered, interesting, motivating technique of grammar teaching is believed to generate positive results whereas traditional, teacher-centered, uninteresting, uninvolving method is believed to be a cause of failure for learners to learn and master grammar rules and structures. Therefore, the grammar teaching technique, which involves language learners, to maximum, in learning in amusing and creative way, motivating, challenging and stimulating his/her mental processes, and reducing classroom anxiety and fear,  is desired and recommended for fruitful language teaching and learning process. In this respect, the present paper discusses the effectiveness of using games for teaching grammar to primary school students as a technique which could easily be utilised and exploited for maximum benefits for learners. The study is based on the practical experiment done on the students of two primary schools in Sebha city of Libya using grammar games. The results, which proved to be fruitful and positive, are discussed as a basis for the argument in support of using games for teaching grammar to school children.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7359399" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fd55ebc3710ef6d6f6aeaf93c4e0e416" rel="nofollow" data-download="{"attachment_id":33957752,"asset_id":7359399,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33957752/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4443238" href="https://eltsjournal.academia.edu/InternationalJournalofEnglishLanguageandTranslationStudies">International Journal of English Language and Translation Studies</a><script data-card-contents-for-user="4443238" type="text/json">{"id":4443238,"first_name":"International Journal of English Language","last_name":"and Translation Studies","domain_name":"eltsjournal","page_name":"InternationalJournalofEnglishLanguageandTranslationStudies","display_name":"International Journal of English Language and Translation Studies","profile_url":"https://eltsjournal.academia.edu/InternationalJournalofEnglishLanguageandTranslationStudies?f_ri=475458","photo":"https://0.academia-photos.com/4443238/1814454/9010746/s65_international_journal_of_english_language.and_translation_studies.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-7359399">+1</span><div class="hidden js-additional-users-7359399"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://unisebha.academia.edu/MustafaMubarakPathan">Mustafa Mubarak Pathan</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-7359399'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-7359399').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_7359399 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7359399"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7359399, container: ".js-paper-rank-work_7359399", }); });</script></li><li class="js-percentile-work_7359399 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7359399; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_7359399"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_7359399 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="7359399"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7359399; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7359399]").text(description); $(".js-view-count-work_7359399").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7359399").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7359399"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="885" href="https://www.academia.edu/Documents/in/English_Literature">English Literature</a>, <script data-card-contents-for-ri="885" type="text/json">{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2605" href="https://www.academia.edu/Documents/in/Serious_Games">Serious Games</a><script data-card-contents-for-ri="2605" type="text/json">{"id":2605,"name":"Serious Games","url":"https://www.academia.edu/Documents/in/Serious_Games?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7359399]'), work: {"id":7359399,"title":" Using Games in Primary Schools for Effective Grammar Teaching: a Case Study from Sebha","created_at":"2014-06-15T21:30:58.489-07:00","url":"https://www.academia.edu/7359399/Using_Games_in_Primary_Schools_for_Effective_Grammar_Teaching_a_Case_Study_from_Sebha?f_ri=475458","dom_id":"work_7359399","summary":"Teaching and learning a foreign language like English is not easy task. The situation become more difficult when the learners are primary school children and teaching and learning focus is grammar, an activity often regarded as ‘boring, ‘uninteresting’ and ‘’tedious’. However, one’s mastery over a language is determined by the appropriate use of language by that individual following grammatical rules and failing to follow the rules of grammar marks one’s use of language as erroneous. Therefore, systematic attempt is done to teach grammatical rules and structures to the language learners from the beginning of language teaching and learning process. However, the success or failure of learning, mastering and using the grammatical rules and structures is largely determined by the technique and approach used by the grammar teacher to teach. The leaner-cantered, interesting, motivating technique of grammar teaching is believed to generate positive results whereas traditional, teacher-centered, uninteresting, uninvolving method is believed to be a cause of failure for learners to learn and master grammar rules and structures. Therefore, the grammar teaching technique, which involves language learners, to maximum, in learning in amusing and creative way, motivating, challenging and stimulating his/her mental processes, and reducing classroom anxiety and fear, is desired and recommended for fruitful language teaching and learning process. In this respect, the present paper discusses the effectiveness of using games for teaching grammar to primary school students as a technique which could easily be utilised and exploited for maximum benefits for learners. The study is based on the practical experiment done on the students of two primary schools in Sebha city of Libya using grammar games. The results, which proved to be fruitful and positive, are discussed as a basis for the argument in support of using games for teaching grammar to school children. ","downloadable_attachments":[{"id":33957752,"asset_id":7359399,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4443238,"first_name":"International Journal of English Language","last_name":"and Translation Studies","domain_name":"eltsjournal","page_name":"InternationalJournalofEnglishLanguageandTranslationStudies","display_name":"International Journal of English Language and Translation Studies","profile_url":"https://eltsjournal.academia.edu/InternationalJournalofEnglishLanguageandTranslationStudies?f_ri=475458","photo":"https://0.academia-photos.com/4443238/1814454/9010746/s65_international_journal_of_english_language.and_translation_studies.jpg"},{"id":1941119,"first_name":"Mustafa Mubarak","last_name":"Pathan","domain_name":"unisebha","page_name":"MustafaMubarakPathan","display_name":"Mustafa Mubarak Pathan","profile_url":"https://unisebha.academia.edu/MustafaMubarakPathan?f_ri=475458","photo":"https://0.academia-photos.com/1941119/653679/12313175/s65_mustafa_mubarak.pathan.jpg"}],"research_interests":[{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature?f_ri=475458","nofollow":false},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=475458","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=475458","nofollow":false},{"id":2605,"name":"Serious Games","url":"https://www.academia.edu/Documents/in/Serious_Games?f_ri=475458","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=475458"},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=475458"},{"id":4595,"name":"Video Games and Learning","url":"https://www.academia.edu/Documents/in/Video_Games_and_Learning?f_ri=475458"},{"id":5199,"name":"Video Games","url":"https://www.academia.edu/Documents/in/Video_Games?f_ri=475458"},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=475458"},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458"},{"id":36491,"name":"English language and linguistics","url":"https://www.academia.edu/Documents/in/English_language_and_linguistics?f_ri=475458"},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=475458"},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=475458"},{"id":215820,"name":"Teaching English Speaking Skill by Using Language Games","url":"https://www.academia.edu/Documents/in/Teaching_English_Speaking_Skill_by_Using_Language_Games?f_ri=475458"},{"id":281578,"name":"Libyan Studies","url":"https://www.academia.edu/Documents/in/Libyan_Studies?f_ri=475458"},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=475458"},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458"},{"id":589653,"name":"Learning Grammar","url":"https://www.academia.edu/Documents/in/Learning_Grammar?f_ri=475458"},{"id":624707,"name":"English Language","url":"https://www.academia.edu/Documents/in/English_Language-2?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3838946" data-work_id="3838946" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3838946/Book_Review_Uncovering_Grammar_by_S_Thornbury">Book Review: Uncovering Grammar by S. Thornbury</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3838946" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3406bf75ea1a440a04ff1de9e7633231" rel="nofollow" data-download="{"attachment_id":42749189,"asset_id":3838946,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42749189/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="244963" href="https://kandaeli.academia.edu/ScottJSheltonStrong">Scott J. Shelton Strong</a><script data-card-contents-for-user="244963" type="text/json">{"id":244963,"first_name":"Scott J.","last_name":"Shelton Strong","domain_name":"kandaeli","page_name":"ScottJSheltonStrong","display_name":"Scott J. Shelton Strong","profile_url":"https://kandaeli.academia.edu/ScottJSheltonStrong?f_ri=475458","photo":"https://0.academia-photos.com/244963/53098/21120607/s65_scott_j..shelton_strong.png"}</script></span></span></li><li class="js-paper-rank-work_3838946 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3838946"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3838946, container: ".js-paper-rank-work_3838946", }); });</script></li><li class="js-percentile-work_3838946 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3838946; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3838946"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3838946 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3838946"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3838946; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3838946]").text(description); $(".js-view-count-work_3838946").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3838946").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3838946"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="100829" href="https://www.academia.edu/Documents/in/English_Language_Teaching_Discourse_Grammar_Communicative_Competence">English Language Teaching, Discourse Grammar, Communicative Competence</a>, <script data-card-contents-for-ri="100829" type="text/json">{"id":100829,"name":"English Language Teaching, Discourse Grammar, Communicative Competence","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_Discourse_Grammar_Communicative_Competence?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a>, <script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="481768" href="https://www.academia.edu/Documents/in/Grammar_Teaching">Grammar Teaching</a><script data-card-contents-for-ri="481768" type="text/json">{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3838946]'), work: {"id":3838946,"title":"Book Review: Uncovering Grammar by S. Thornbury","created_at":"2013-07-02T05:49:43.175-07:00","url":"https://www.academia.edu/3838946/Book_Review_Uncovering_Grammar_by_S_Thornbury?f_ri=475458","dom_id":"work_3838946","summary":null,"downloadable_attachments":[{"id":42749189,"asset_id":3838946,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":244963,"first_name":"Scott J.","last_name":"Shelton Strong","domain_name":"kandaeli","page_name":"ScottJSheltonStrong","display_name":"Scott J. Shelton Strong","profile_url":"https://kandaeli.academia.edu/ScottJSheltonStrong?f_ri=475458","photo":"https://0.academia-photos.com/244963/53098/21120607/s65_scott_j..shelton_strong.png"}],"research_interests":[{"id":100829,"name":"English Language Teaching, Discourse Grammar, Communicative Competence","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_Discourse_Grammar_Communicative_Competence?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12031799" data-work_id="12031799" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12031799/Implicit_and_explicit_instruction_an_analysis_of_teachers_views">Implicit and explicit instruction: an analysis of teachers´ views</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12031799" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.<br /><br />Key-words: implicit, explicit, grammar teaching, English language.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12031799" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d7e47362ba4ecc4345045c8c6400ce4f" rel="nofollow" data-download="{"attachment_id":37363139,"asset_id":12031799,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37363139/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="28549555" href="https://ufsc.academia.edu/nayaranunessalbego">Nayara Salbego</a><script data-card-contents-for-user="28549555" type="text/json">{"id":28549555,"first_name":"Nayara","last_name":"Salbego","domain_name":"ufsc","page_name":"nayaranunessalbego","display_name":"Nayara Salbego","profile_url":"https://ufsc.academia.edu/nayaranunessalbego?f_ri=475458","photo":"https://0.academia-photos.com/28549555/8075203/19008777/s65_nayara.salbego.jpg"}</script></span></span></li><li class="js-paper-rank-work_12031799 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12031799"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12031799, container: ".js-paper-rank-work_12031799", }); 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$(".js-view-count[data-work-id=12031799]").text(description); $(".js-view-count-work_12031799").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12031799").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12031799"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1753" href="https://www.academia.edu/Documents/in/Implicit_learning">Implicit learning</a>, <script data-card-contents-for-ri="1753" type="text/json">{"id":1753,"name":"Implicit learning","url":"https://www.academia.edu/Documents/in/Implicit_learning?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="134114" href="https://www.academia.edu/Documents/in/Implicit_Knowledge">Implicit Knowledge</a>, <script data-card-contents-for-ri="134114" type="text/json">{"id":134114,"name":"Implicit Knowledge","url":"https://www.academia.edu/Documents/in/Implicit_Knowledge?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="341679" href="https://www.academia.edu/Documents/in/Implicit_and_explicit_instruction_in_L2_learning">Implicit and explicit instruction in L2 learning</a>, <script data-card-contents-for-ri="341679" type="text/json">{"id":341679,"name":"Implicit and explicit instruction in L2 learning","url":"https://www.academia.edu/Documents/in/Implicit_and_explicit_instruction_in_L2_learning?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12031799]'), work: {"id":12031799,"title":"Implicit and explicit instruction: an analysis of teachers´ views","created_at":"2015-04-20T12:15:25.050-07:00","url":"https://www.academia.edu/12031799/Implicit_and_explicit_instruction_an_analysis_of_teachers_views?f_ri=475458","dom_id":"work_12031799","summary":"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.\n\nKey-words: implicit, explicit, grammar teaching, English language.\n","downloadable_attachments":[{"id":37363139,"asset_id":12031799,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":28549555,"first_name":"Nayara","last_name":"Salbego","domain_name":"ufsc","page_name":"nayaranunessalbego","display_name":"Nayara Salbego","profile_url":"https://ufsc.academia.edu/nayaranunessalbego?f_ri=475458","photo":"https://0.academia-photos.com/28549555/8075203/19008777/s65_nayara.salbego.jpg"}],"research_interests":[{"id":1753,"name":"Implicit learning","url":"https://www.academia.edu/Documents/in/Implicit_learning?f_ri=475458","nofollow":false},{"id":134114,"name":"Implicit Knowledge","url":"https://www.academia.edu/Documents/in/Implicit_Knowledge?f_ri=475458","nofollow":false},{"id":341679,"name":"Implicit and explicit instruction in L2 learning","url":"https://www.academia.edu/Documents/in/Implicit_and_explicit_instruction_in_L2_learning?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458"},{"id":613417,"name":"Explicit and Implicit Knowledge of Language","url":"https://www.academia.edu/Documents/in/Explicit_and_Implicit_Knowledge_of_Language?f_ri=475458"},{"id":683435,"name":"Explicit and Implicit Second Language Learning and Instruction","url":"https://www.academia.edu/Documents/in/Explicit_and_Implicit_Second_Language_Learning_and_Instruction?f_ri=475458"},{"id":721363,"name":"Implicit and explicit instruction in English Language teaching and Learning","url":"https://www.academia.edu/Documents/in/Implicit_and_explicit_instruction_in_English_Language_teaching_and_Learning?f_ri=475458"},{"id":898727,"name":"issues in grammar teaching English","url":"https://www.academia.edu/Documents/in/issues_in_grammar_teaching_English?f_ri=475458"},{"id":1207318,"name":"Explicit Versus Implicit Teaching of Grammar","url":"https://www.academia.edu/Documents/in/Explicit_Versus_Implicit_Teaching_of_Grammar?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11154633" data-work_id="11154633" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11154633/Methodological_Options_For_Teaching_Grammar">Methodological Options For Teaching Grammar</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11154633" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9843d3f85ff52b84258172d50d22a50f" rel="nofollow" data-download="{"attachment_id":36800716,"asset_id":11154633,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36800716/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa 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class="js-view-count-work_11154633 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11154633"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11154633; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11154633]").text(description); $(".js-view-count-work_11154633").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11154633").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11154633"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="198360" href="https://www.academia.edu/Documents/in/Pedagogical_English_Grammar">Pedagogical English Grammar</a>, <script data-card-contents-for-ri="198360" type="text/json">{"id":198360,"name":"Pedagogical English Grammar","url":"https://www.academia.edu/Documents/in/Pedagogical_English_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11154633]'), work: {"id":11154633,"title":"Methodological Options For Teaching 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class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37404792" data-work_id="37404792" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37404792/Problems_met_in_learning_grammar_dcber_2018_pdf">Problems met in learning grammar dcber 2018.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37404792" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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. <br /> <br />Like and Follow my Page: <a href="https://www.facebook.com/bizsearchjcd/" rel="nofollow">https://www.facebook.com/bizsearchjcd/</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37404792" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9364a37f62a313089720a29f7fd5c0d7" rel="nofollow" data-download="{"attachment_id":57368671,"asset_id":37404792,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57368671/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1990305" href="https://slsu-ph.academia.edu/JEAZELLEDEGALA">JEAZELLE C DE GALA</a><script data-card-contents-for-user="1990305" type="text/json">{"id":1990305,"first_name":"JEAZELLE","last_name":"DE GALA","domain_name":"slsu-ph","page_name":"JEAZELLEDEGALA","display_name":"JEAZELLE C DE GALA","profile_url":"https://slsu-ph.academia.edu/JEAZELLEDEGALA?f_ri=475458","photo":"https://0.academia-photos.com/1990305/20200686/27248036/s65_jeazelle.de_gala.jpg"}</script></span></span></li><li class="js-paper-rank-work_37404792 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37404792"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37404792, container: ".js-paper-rank-work_37404792", }); 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$(".js-view-count[data-work-id=37404792]").text(description); $(".js-view-count-work_37404792").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37404792").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37404792"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="166628" href="https://www.academia.edu/Documents/in/English_Proficiency">English Proficiency</a>, <script data-card-contents-for-ri="166628" type="text/json">{"id":166628,"name":"English Proficiency","url":"https://www.academia.edu/Documents/in/English_Proficiency?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="419091" href="https://www.academia.edu/Documents/in/Difficulties_Encountered_by_Students_in_Learning_English_Grammar">Difficulties Encountered by Students in Learning English Grammar</a>, <script data-card-contents-for-ri="419091" type="text/json">{"id":419091,"name":"Difficulties Encountered by Students in Learning English Grammar","url":"https://www.academia.edu/Documents/in/Difficulties_Encountered_by_Students_in_Learning_English_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37404792]'), work: {"id":37404792,"title":"Problems met in learning grammar dcber 2018.pdf","created_at":"2018-09-13T18:52:57.342-07:00","url":"https://www.academia.edu/37404792/Problems_met_in_learning_grammar_dcber_2018_pdf?f_ri=475458","dom_id":"work_37404792","summary":"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.\r\n\r\nLike and Follow my Page: https://www.facebook.com/bizsearchjcd/","downloadable_attachments":[{"id":57368671,"asset_id":37404792,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1990305,"first_name":"JEAZELLE","last_name":"DE GALA","domain_name":"slsu-ph","page_name":"JEAZELLEDEGALA","display_name":"JEAZELLE C DE GALA","profile_url":"https://slsu-ph.academia.edu/JEAZELLEDEGALA?f_ri=475458","photo":"https://0.academia-photos.com/1990305/20200686/27248036/s65_jeazelle.de_gala.jpg"}],"research_interests":[{"id":166628,"name":"English Proficiency","url":"https://www.academia.edu/Documents/in/English_Proficiency?f_ri=475458","nofollow":false},{"id":419091,"name":"Difficulties Encountered by Students in Learning English Grammar","url":"https://www.academia.edu/Documents/in/Difficulties_Encountered_by_Students_in_Learning_English_Grammar?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1920285" data-work_id="1920285" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1920285/Learning_and_Teaching_Grammar">Learning and Teaching Grammar</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Grammar is central to teaching and learning of languages, which is also the system or rules of a language, and is used to find ways to construct the words in sentences. It is not required to study grammar for learning and teaching English... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1920285" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Grammar is central to teaching and learning of languages, which is also the system or rules of a language, and is used to find ways to construct the words in sentences. It is not required to study grammar for learning and teaching English language, because many people speak it as their native language without having studied it. However, it is essential to learn grammar "[R]ules for forming words and making sentences" (Oxford Learners Pocket Dictionary, 2008, p. 193) in order to utterly understand a foreign second language.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1920285" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="898cd8b1a22557235e09d584e5325549" rel="nofollow" data-download="{"attachment_id":27529526,"asset_id":1920285,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/27529526/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2465215" href="https://apiu.academia.edu/ThangThawnKhai">Thang Thawn Khai</a><script data-card-contents-for-user="2465215" type="text/json">{"id":2465215,"first_name":"Thang Thawn","last_name":"Khai","domain_name":"apiu","page_name":"ThangThawnKhai","display_name":"Thang Thawn Khai","profile_url":"https://apiu.academia.edu/ThangThawnKhai?f_ri=475458","photo":"https://0.academia-photos.com/2465215/771441/113832105/s65_thang_thawn.khai.jpg"}</script></span></span></li><li class="js-paper-rank-work_1920285 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1920285"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1920285, container: ".js-paper-rank-work_1920285", }); });</script></li><li class="js-percentile-work_1920285 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1920285; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1920285"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1920285 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1920285"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1920285; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1920285]").text(description); $(".js-view-count-work_1920285").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1920285").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1920285"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="95162" href="https://www.academia.edu/Documents/in/Grammar">Grammar</a>, <script data-card-contents-for-ri="95162" type="text/json">{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a>, <script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="589653" href="https://www.academia.edu/Documents/in/Learning_Grammar">Learning Grammar</a><script data-card-contents-for-ri="589653" type="text/json">{"id":589653,"name":"Learning Grammar","url":"https://www.academia.edu/Documents/in/Learning_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1920285]'), work: {"id":1920285,"title":"Learning and Teaching Grammar","created_at":"2012-09-09T01:47:35.019-07:00","url":"https://www.academia.edu/1920285/Learning_and_Teaching_Grammar?f_ri=475458","dom_id":"work_1920285","summary":"Grammar is central to teaching and learning of languages, which is also the system or rules of a language, and is used to find ways to construct the words in sentences. It is not required to study grammar for learning and teaching English language, because many people speak it as their native language without having studied it. However, it is essential to learn grammar \"[R]ules for forming words and making sentences\" (Oxford Learners Pocket Dictionary, 2008, p. 193) in order to utterly understand a foreign second language.","downloadable_attachments":[{"id":27529526,"asset_id":1920285,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2465215,"first_name":"Thang Thawn","last_name":"Khai","domain_name":"apiu","page_name":"ThangThawnKhai","display_name":"Thang Thawn Khai","profile_url":"https://apiu.academia.edu/ThangThawnKhai?f_ri=475458","photo":"https://0.academia-photos.com/2465215/771441/113832105/s65_thang_thawn.khai.jpg"}],"research_interests":[{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":589653,"name":"Learning Grammar","url":"https://www.academia.edu/Documents/in/Learning_Grammar?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35147074" data-work_id="35147074" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35147074/Three_consciousness_raising_tasks_for_teaching_grammar_by_Dr_Mohamed_Ismail_Abu_Rahmah_Professor_of_English_Education_at_Suez_Canal_University_Egypt">Three consciousness-raising tasks for teaching grammar by Dr. Mohamed Ismail Abu-Rahmah, Professor of English Education at Suez Canal University, Egypt.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35147074" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Three consciousness-raising tasks for teaching grammar in  Omani EFL classroom, <br />                          by <br />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. <br />(Abstract): <br />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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35147074" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="da17053a435f2d9f6bf47f59783a470a" rel="nofollow" data-download="{"attachment_id":55008833,"asset_id":35147074,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55008833/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3763234" href="https://scuegypt.academia.edu/Mohamed_Abu_Rahmah">Mohamed I Abu-Rahmah</a><script data-card-contents-for-user="3763234" type="text/json">{"id":3763234,"first_name":"Mohamed","last_name":"Abu-Rahmah","domain_name":"scuegypt","page_name":"Mohamed_Abu_Rahmah","display_name":"Mohamed I Abu-Rahmah","profile_url":"https://scuegypt.academia.edu/Mohamed_Abu_Rahmah?f_ri=475458","photo":"https://0.academia-photos.com/3763234/1359348/54732941/s65_mohamed.abu-rahmah.jpeg"}</script></span></span></li><li class="js-paper-rank-work_35147074 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35147074"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35147074, container: ".js-paper-rank-work_35147074", }); });</script></li><li class="js-percentile-work_35147074 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35147074; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35147074"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35147074 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35147074"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35147074; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35147074]").text(description); $(".js-view-count-work_35147074").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35147074").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35147074"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="19681" href="https://www.academia.edu/Documents/in/TEFL">TEFL</a>, <script data-card-contents-for-ri="19681" type="text/json">{"id":19681,"name":"TEFL","url":"https://www.academia.edu/Documents/in/TEFL?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="198360" href="https://www.academia.edu/Documents/in/Pedagogical_English_Grammar">Pedagogical English Grammar</a>, <script data-card-contents-for-ri="198360" type="text/json">{"id":198360,"name":"Pedagogical English Grammar","url":"https://www.academia.edu/Documents/in/Pedagogical_English_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35147074]'), work: {"id":35147074,"title":"Three consciousness-raising tasks for teaching grammar by Dr. Mohamed Ismail Abu-Rahmah, Professor of English Education at Suez Canal University, Egypt.","created_at":"2017-11-14T13:27:38.041-08:00","url":"https://www.academia.edu/35147074/Three_consciousness_raising_tasks_for_teaching_grammar_by_Dr_Mohamed_Ismail_Abu_Rahmah_Professor_of_English_Education_at_Suez_Canal_University_Egypt?f_ri=475458","dom_id":"work_35147074","summary":"Three consciousness-raising tasks for teaching grammar in Omani EFL classroom,\r\n by\r\nDr. 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.\r\n(Abstract): \r\nTeaching 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. \r\n \r\n\r\n","downloadable_attachments":[{"id":55008833,"asset_id":35147074,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3763234,"first_name":"Mohamed","last_name":"Abu-Rahmah","domain_name":"scuegypt","page_name":"Mohamed_Abu_Rahmah","display_name":"Mohamed I Abu-Rahmah","profile_url":"https://scuegypt.academia.edu/Mohamed_Abu_Rahmah?f_ri=475458","photo":"https://0.academia-photos.com/3763234/1359348/54732941/s65_mohamed.abu-rahmah.jpeg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=475458","nofollow":false},{"id":19681,"name":"TEFL","url":"https://www.academia.edu/Documents/in/TEFL?f_ri=475458","nofollow":false},{"id":198360,"name":"Pedagogical English Grammar","url":"https://www.academia.edu/Documents/in/Pedagogical_English_Grammar?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43075505 coauthored" data-work_id="43075505" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43075505/Essential_English_Grammar_for_Italians_CEFR_0_B1_">Essential English Grammar for Italians (CEFR 0-B1+)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This book, aimed at teachers and students of all ages, explains all the basic grammar points of English in Italian from beginner to intermediate level. Examples are in English, each grammar point has practice exercises, the answers are at... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43075505" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This book, aimed at teachers and students of all ages, explains all the basic grammar points of English in Italian from beginner to intermediate level. Examples are in English, each grammar point has practice exercises, the answers are at the end of the book. The appendix contains 8 more topics and instruments in English and Italian for teachers and students.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43075505" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e930129f6735fee7908d941aebedb286" rel="nofollow" data-download="{"attachment_id":63331599,"asset_id":43075505,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63331599/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38303277" href="https://independent.academia.edu/NancyBailey3">Nancy Bailey</a><script data-card-contents-for-user="38303277" type="text/json">{"id":38303277,"first_name":"Nancy","last_name":"Bailey","domain_name":"independent","page_name":"NancyBailey3","display_name":"Nancy Bailey","profile_url":"https://independent.academia.edu/NancyBailey3?f_ri=475458","photo":"https://0.academia-photos.com/38303277/32301568/136694309/s65_nancy.bailey.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-43075505">+1</span><div class="hidden js-additional-users-43075505"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/CoraFerroni">Cora Ferroni</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-43075505'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-43075505').html(); 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href="https://www.academia.edu/69491254/%CE%A0%CF%81%CE%BF%CF%84%CE%B1%CF%83%CE%B7_%CE%B4%CE%B9%CE%B1%CF%83%CE%BA%CE%B1%CE%BB%CE%B9%CE%B1%CF%82_%CF%84%CF%89%CE%BD_%CE%BC%CE%B5%CF%83%CE%BF%CF%80%CE%B1%CE%B8%CE%B7%CF%84%CE%B9%CE%BA%CF%89%CE%BD_%CF%81%CE%B7%CE%BC%CE%B1%CF%84%CF%89%CE%BD_%CE%B3%CE%B9%CE%B1_%CF%84%CE%BF%CF%85%CF%82_%CE%B5%CE%BB%CE%BB%CE%B7%CE%BD%CF%8C%CF%86%CF%89%CE%BD%CE%BF%CF%85%CF%82_%CE%B4%CE%B9%CE%B4%CE%B1%CF%83%CE%BA%CF%8C%CE%BC%CE%B5%CE%BD%CE%BF%CF%85%CF%82_%CE%BF%CE%B9_%CE%BF%CF%80%CE%BF%CE%AF%CE%BF%CE%B9_%CE%BC%CE%B1%CE%B8%CE%B1%CE%AF%CE%BD%CE%BF%CF%85%CE%BD_%CF%84%CE%B7_%CF%81%CF%89%CF%83%CE%B9%CE%BA%CE%AE_%CE%B3%CE%BB%CF%8E%CF%83%CF%83%CE%B1_%CF%89%CF%82_%CE%BE%CE%AD%CE%BD%CE%B7">Προταση διασκαλιας των μεσοπαθητικων ρηματων για τους ελληνόφωνους διδασκόμενους, οι οποίοι μαθαίνουν τη ρωσική γλώσσα ως ξένη</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Η παρούσα μελέτη κάνει λόγο 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u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">DEVELOPMENTAL READING 2 <br />Teaching Grammar, Oral Language Developmental and Teaching Speaking <br /><br />Report by: Felix S. Carbonell BEED-4</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42342346" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2111896b2fae019ca6725fa5a1c0aa5f" rel="nofollow" data-download="{"attachment_id":62500833,"asset_id":42342346,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62500833/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="68814167" href="https://independent.academia.edu/NhieKhoDuclay">Nhie Kho Duclay</a><script data-card-contents-for-user="68814167" type="text/json">{"id":68814167,"first_name":"Nhie Kho","last_name":"Duclay","domain_name":"independent","page_name":"NhieKhoDuclay","display_name":"Nhie Kho Duclay","profile_url":"https://independent.academia.edu/NhieKhoDuclay?f_ri=475458","photo":"https://0.academia-photos.com/68814167/17856265/17872373/s65_nhie_kho.duclay.jpg"}</script></span></span></li><li class="js-paper-rank-work_42342346 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42342346"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42342346, container: ".js-paper-rank-work_42342346", }); 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$(".js-view-count[data-work-id=42342346]").text(description); $(".js-view-count-work_42342346").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42342346").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42342346"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="36897" href="https://www.academia.edu/Documents/in/Oral_Language_Development">Oral Language Development</a>, <script data-card-contents-for-ri="36897" type="text/json">{"id":36897,"name":"Oral Language Development","url":"https://www.academia.edu/Documents/in/Oral_Language_Development?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="52984" href="https://www.academia.edu/Documents/in/Teaching_speaking">Teaching speaking</a>, <script data-card-contents-for-ri="52984" type="text/json">{"id":52984,"name":"Teaching speaking","url":"https://www.academia.edu/Documents/in/Teaching_speaking?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a>, <script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="481768" href="https://www.academia.edu/Documents/in/Grammar_Teaching">Grammar Teaching</a><script data-card-contents-for-ri="481768" type="text/json">{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42342346]'), work: {"id":42342346,"title":"TEACHING GRAMMAR, ORAL LANGUAGE DEVELOPMENT AND TEACHING SPEAKING","created_at":"2020-03-27T08:38:03.272-07:00","url":"https://www.academia.edu/42342346/TEACHING_GRAMMAR_ORAL_LANGUAGE_DEVELOPMENT_AND_TEACHING_SPEAKING?f_ri=475458","dom_id":"work_42342346","summary":"DEVELOPMENTAL READING 2 \nTeaching Grammar, Oral Language Developmental and Teaching Speaking \n\nReport by: Felix S. Carbonell BEED-4","downloadable_attachments":[{"id":62500833,"asset_id":42342346,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":68814167,"first_name":"Nhie Kho","last_name":"Duclay","domain_name":"independent","page_name":"NhieKhoDuclay","display_name":"Nhie Kho Duclay","profile_url":"https://independent.academia.edu/NhieKhoDuclay?f_ri=475458","photo":"https://0.academia-photos.com/68814167/17856265/17872373/s65_nhie_kho.duclay.jpg"}],"research_interests":[{"id":36897,"name":"Oral Language Development","url":"https://www.academia.edu/Documents/in/Oral_Language_Development?f_ri=475458","nofollow":false},{"id":52984,"name":"Teaching speaking","url":"https://www.academia.edu/Documents/in/Teaching_speaking?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37068139" data-work_id="37068139" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37068139/Grammar_Practice_Versus_Consciousness_Raising_Tasks_for_Teaching_Subjunctive_Verb_Mood">Grammar Practice Versus Consciousness-Raising Tasks for Teaching Subjunctive Verb Mood</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37068139" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37068139" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6d64ff25e81ad0e9ff167cf0854d7f18" rel="nofollow" data-download="{"attachment_id":57019257,"asset_id":37068139,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57019257/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34575027" href="https://hakodate-ct.academia.edu/RobertAnthonyOlexa">Robert Anthony Olexa</a><script data-card-contents-for-user="34575027" type="text/json">{"id":34575027,"first_name":"Robert Anthony","last_name":"Olexa","domain_name":"hakodate-ct","page_name":"RobertAnthonyOlexa","display_name":"Robert Anthony Olexa","profile_url":"https://hakodate-ct.academia.edu/RobertAnthonyOlexa?f_ri=475458","photo":"https://0.academia-photos.com/34575027/13496255/14684990/s65_robert_anthony.olexa.png"}</script></span></span></li><li class="js-paper-rank-work_37068139 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37068139"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37068139, container: ".js-paper-rank-work_37068139", }); 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$(".js-view-count[data-work-id=37068139]").text(description); $(".js-view-count-work_37068139").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37068139").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37068139"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="5939" href="https://www.academia.edu/Documents/in/Task-Based_Language_Teaching_TBLT_">Task-Based Language Teaching (TBLT)</a>, <script data-card-contents-for-ri="5939" type="text/json">{"id":5939,"name":"Task-Based Language Teaching (TBLT)","url":"https://www.academia.edu/Documents/in/Task-Based_Language_Teaching_TBLT_?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17282" href="https://www.academia.edu/Documents/in/English_Grammar">English Grammar</a>, <script data-card-contents-for-ri="17282" type="text/json">{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a><script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37068139]'), work: {"id":37068139,"title":"Grammar Practice Versus Consciousness-Raising Tasks for Teaching Subjunctive Verb Mood","created_at":"2018-07-17T21:22:01.911-07:00","url":"https://www.academia.edu/37068139/Grammar_Practice_Versus_Consciousness_Raising_Tasks_for_Teaching_Subjunctive_Verb_Mood?f_ri=475458","dom_id":"work_37068139","summary":"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. \n ","downloadable_attachments":[{"id":57019257,"asset_id":37068139,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34575027,"first_name":"Robert Anthony","last_name":"Olexa","domain_name":"hakodate-ct","page_name":"RobertAnthonyOlexa","display_name":"Robert Anthony Olexa","profile_url":"https://hakodate-ct.academia.edu/RobertAnthonyOlexa?f_ri=475458","photo":"https://0.academia-photos.com/34575027/13496255/14684990/s65_robert_anthony.olexa.png"}],"research_interests":[{"id":5939,"name":"Task-Based Language Teaching (TBLT)","url":"https://www.academia.edu/Documents/in/Task-Based_Language_Teaching_TBLT_?f_ri=475458","nofollow":false},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=475458","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=475458","nofollow":false},{"id":161894,"name":"Subjunctive mood","url":"https://www.academia.edu/Documents/in/Subjunctive_mood?f_ri=475458"},{"id":274169,"name":"Japanese EFL","url":"https://www.academia.edu/Documents/in/Japanese_EFL?f_ri=475458"},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458"},{"id":738586,"name":"Presentation-Practice-Production","url":"https://www.academia.edu/Documents/in/Presentation-Practice-Production?f_ri=475458"},{"id":981993,"name":"Grammar Practice","url":"https://www.academia.edu/Documents/in/Grammar_Practice?f_ri=475458"},{"id":2772941,"name":"English teaching in Japan","url":"https://www.academia.edu/Documents/in/English_teaching_in_Japan?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35491901" data-work_id="35491901" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35491901/Tropes_in_Renaissance_Rhetoric">Tropes in Renaissance Rhetoric</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35491901" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35491901" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bf1e91862eb5e40236f6b7ca64e8f9e3" rel="nofollow" data-download="{"attachment_id":55354854,"asset_id":35491901,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55354854/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3757998" href="https://ucla.academia.edu/JavierPatinoLoira">Javier Patiño Loira</a><script data-card-contents-for-user="3757998" type="text/json">{"id":3757998,"first_name":"Javier","last_name":"Patiño Loira","domain_name":"ucla","page_name":"JavierPatinoLoira","display_name":"Javier Patiño Loira","profile_url":"https://ucla.academia.edu/JavierPatinoLoira?f_ri=475458","photo":"https://0.academia-photos.com/3757998/1355791/114321376/s65_javier.pati_o_loira.jpg"}</script></span></span></li><li class="js-paper-rank-work_35491901 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35491901"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35491901, container: ".js-paper-rank-work_35491901", }); 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$(".js-view-count[data-work-id=35491901]").text(description); $(".js-view-count-work_35491901").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35491901").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35491901"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">82</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="100" href="https://www.academia.edu/Documents/in/Rhetoric_Languages_and_Linguistics_">Rhetoric (Languages and Linguistics)</a>, <script data-card-contents-for-ri="100" type="text/json">{"id":100,"name":"Rhetoric (Languages and Linguistics)","url":"https://www.academia.edu/Documents/in/Rhetoric_Languages_and_Linguistics_?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="128" href="https://www.academia.edu/Documents/in/History">History</a>, <script data-card-contents-for-ri="128" type="text/json">{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="136" href="https://www.academia.edu/Documents/in/Cultural_History">Cultural History</a>, <script data-card-contents-for-ri="136" type="text/json">{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="808" href="https://www.academia.edu/Documents/in/Aesthetics">Aesthetics</a><script data-card-contents-for-ri="808" type="text/json">{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35491901]'), work: {"id":35491901,"title":"Tropes in Renaissance Rhetoric","created_at":"2017-12-22T02:45:41.624-08:00","url":"https://www.academia.edu/35491901/Tropes_in_Renaissance_Rhetoric?f_ri=475458","dom_id":"work_35491901","summary":"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.","downloadable_attachments":[{"id":55354854,"asset_id":35491901,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3757998,"first_name":"Javier","last_name":"Patiño Loira","domain_name":"ucla","page_name":"JavierPatinoLoira","display_name":"Javier Patiño Loira","profile_url":"https://ucla.academia.edu/JavierPatinoLoira?f_ri=475458","photo":"https://0.academia-photos.com/3757998/1355791/114321376/s65_javier.pati_o_loira.jpg"}],"research_interests":[{"id":100,"name":"Rhetoric (Languages and Linguistics)","url":"https://www.academia.edu/Documents/in/Rhetoric_Languages_and_Linguistics_?f_ri=475458","nofollow":false},{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=475458","nofollow":false},{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History?f_ri=475458","nofollow":false},{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=475458","nofollow":false},{"id":911,"name":"17th Century \u0026 Early Modern Philosophy","url":"https://www.academia.edu/Documents/in/17th_Century_and_Early_Modern_Philosophy?f_ri=475458"},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=475458"},{"id":953,"name":"Rhetoric","url":"https://www.academia.edu/Documents/in/Rhetoric?f_ri=475458"},{"id":976,"name":"Composition and Rhetoric","url":"https://www.academia.edu/Documents/in/Composition_and_Rhetoric?f_ri=475458"},{"id":1727,"name":"Early Modern History","url":"https://www.academia.edu/Documents/in/Early_Modern_History?f_ri=475458"},{"id":2019,"name":"Aristotle","url":"https://www.academia.edu/Documents/in/Aristotle?f_ri=475458"},{"id":2196,"name":"History of Education","url":"https://www.academia.edu/Documents/in/History_of_Education?f_ri=475458"},{"id":2987,"name":"Renaissance Studies","url":"https://www.academia.edu/Documents/in/Renaissance_Studies?f_ri=475458"},{"id":3027,"name":"Renaissance Humanism","url":"https://www.academia.edu/Documents/in/Renaissance_Humanism?f_ri=475458"},{"id":3612,"name":"Renaissance","url":"https://www.academia.edu/Documents/in/Renaissance?f_ri=475458"},{"id":3824,"name":"Rhetorical Analysis","url":"https://www.academia.edu/Documents/in/Rhetorical_Analysis?f_ri=475458"},{"id":4686,"name":"Renaissance Philosophy","url":"https://www.academia.edu/Documents/in/Renaissance_Philosophy?f_ri=475458"},{"id":5127,"name":"Erasmus","url":"https://www.academia.edu/Documents/in/Erasmus?f_ri=475458"},{"id":5141,"name":"Melanchthon","url":"https://www.academia.edu/Documents/in/Melanchthon?f_ri=475458"},{"id":6922,"name":"Poetics","url":"https://www.academia.edu/Documents/in/Poetics?f_ri=475458"},{"id":6938,"name":"Rhetoric 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Grammar","url":"https://www.academia.edu/Documents/in/Renaissance_Grammar?f_ri=475458"},{"id":1230292,"name":"Rhétorique Jésuite","url":"https://www.academia.edu/Documents/in/Rhetorique_Jesuite?f_ri=475458"},{"id":1247437,"name":"Quintiliano","url":"https://www.academia.edu/Documents/in/Quintiliano?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40436287" data-work_id="40436287" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40436287/The_Use_of_Deductive_and_Inductive_Approaches_in_Teaching_Grammar_for_the_Afghan_Students_of_English_Department_in_Education_and_Literature_Faculties_of_Kandahar_University">The Use of Deductive and Inductive Approaches in Teaching Grammar for the Afghan Students of English Department in Education & Literature Faculties of Kandahar University</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40436287" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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,</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40436287" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cc13caacee35c2c7ffdb277d97b84a6b" rel="nofollow" data-download="{"attachment_id":60694557,"asset_id":40436287,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60694557/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42583164" href="https://kandaharuniversity.academia.edu/RahmatullahKatawazai">Rahmatullah Katawazai</a><script data-card-contents-for-user="42583164" type="text/json">{"id":42583164,"first_name":"Rahmatullah","last_name":"Katawazai","domain_name":"kandaharuniversity","page_name":"RahmatullahKatawazai","display_name":"Rahmatullah Katawazai","profile_url":"https://kandaharuniversity.academia.edu/RahmatullahKatawazai?f_ri=475458","photo":"https://0.academia-photos.com/42583164/20376357/34591083/s65_rahmatullah.katawazai.jpeg"}</script></span></span></li><li class="js-paper-rank-work_40436287 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40436287"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40436287, container: ".js-paper-rank-work_40436287", }); 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$(".js-view-count[data-work-id=40436287]").text(description); $(".js-view-count-work_40436287").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40436287").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40436287"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5357" href="https://www.academia.edu/Documents/in/Afghanistan">Afghanistan</a>, <script data-card-contents-for-ri="5357" type="text/json">{"id":5357,"name":"Afghanistan","url":"https://www.academia.edu/Documents/in/Afghanistan?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a>, <script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3389248" href="https://www.academia.edu/Documents/in/Deductive_Approach">Deductive Approach</a><script data-card-contents-for-ri="3389248" type="text/json">{"id":3389248,"name":"Deductive Approach","url":"https://www.academia.edu/Documents/in/Deductive_Approach?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40436287]'), work: {"id":40436287,"title":"The Use of Deductive and Inductive Approaches in Teaching Grammar for the Afghan Students of English Department in Education \u0026 Literature Faculties of Kandahar University","created_at":"2019-09-24T21:02:35.934-07:00","url":"https://www.academia.edu/40436287/The_Use_of_Deductive_and_Inductive_Approaches_in_Teaching_Grammar_for_the_Afghan_Students_of_English_Department_in_Education_and_Literature_Faculties_of_Kandahar_University?f_ri=475458","dom_id":"work_40436287","summary":"Teaching English language started with using the traditional teaching methods in the educational system of Afghanistan. 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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. 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Como ponto de partida, toma dois... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38854778" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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<br />sintáticas (sobretudo adjuntos).<br />Na seção 2, são apresentados três casos de ambiguidade estrutural,<br />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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38854778" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cff89eaedec45016ee6849ca4e01cdb0" rel="nofollow" data-download="{"attachment_id":58950217,"asset_id":38854778,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58950217/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2849619" href="https://unicamp.academia.edu/AquilesTescariNeto">Aquiles Tescari Neto</a><script data-card-contents-for-user="2849619" type="text/json">{"id":2849619,"first_name":"Aquiles","last_name":"Tescari Neto","domain_name":"unicamp","page_name":"AquilesTescariNeto","display_name":"Aquiles Tescari Neto","profile_url":"https://unicamp.academia.edu/AquilesTescariNeto?f_ri=475458","photo":"https://0.academia-photos.com/2849619/936611/67376884/s65_aquiles.tescari_neto.jpeg"}</script></span></span></li><li class="js-paper-rank-work_38854778 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38854778"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38854778, container: ".js-paper-rank-work_38854778", }); });</script></li><li class="js-percentile-work_38854778 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38854778; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38854778"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38854778 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38854778"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38854778; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38854778]").text(description); $(".js-view-count-work_38854778").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38854778").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38854778"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="50024" href="https://www.academia.edu/Documents/in/Language_Teaching">Language Teaching</a>, <script data-card-contents-for-ri="50024" type="text/json">{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="97654" href="https://www.academia.edu/Documents/in/Gramatica_Gerativa">Gramática Gerativa</a>, <script data-card-contents-for-ri="97654" type="text/json">{"id":97654,"name":"Gramática Gerativa","url":"https://www.academia.edu/Documents/in/Gramatica_Gerativa?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="102097" href="https://www.academia.edu/Documents/in/Ensino_Lingua_Portuguesa">Ensino Língua Portuguesa</a>, <script data-card-contents-for-ri="102097" type="text/json">{"id":102097,"name":"Ensino Língua Portuguesa","url":"https://www.academia.edu/Documents/in/Ensino_Lingua_Portuguesa?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="180496" href="https://www.academia.edu/Documents/in/Portuguese_Language_Teaching">Portuguese Language Teaching</a><script data-card-contents-for-ri="180496" type="text/json">{"id":180496,"name":"Portuguese Language Teaching","url":"https://www.academia.edu/Documents/in/Portuguese_Language_Teaching?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38854778]'), work: {"id":38854778,"title":"Análise linguística na educação básica com ambiguidade","created_at":"2019-04-18T16:05:48.256-07:00","url":"https://www.academia.edu/38854778/An%C3%A1lise_lingu%C3%ADstica_na_educa%C3%A7%C3%A3o_b%C3%A1sica_com_ambiguidade?f_ri=475458","dom_id":"work_38854778","summary":"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\nsintáticas (sobretudo adjuntos).\nNa seção 2, são apresentados três casos de ambiguidade estrutural,\nsendo 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.","downloadable_attachments":[{"id":58950217,"asset_id":38854778,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2849619,"first_name":"Aquiles","last_name":"Tescari Neto","domain_name":"unicamp","page_name":"AquilesTescariNeto","display_name":"Aquiles Tescari Neto","profile_url":"https://unicamp.academia.edu/AquilesTescariNeto?f_ri=475458","photo":"https://0.academia-photos.com/2849619/936611/67376884/s65_aquiles.tescari_neto.jpeg"}],"research_interests":[{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=475458","nofollow":false},{"id":97654,"name":"Gramática Gerativa","url":"https://www.academia.edu/Documents/in/Gramatica_Gerativa?f_ri=475458","nofollow":false},{"id":102097,"name":"Ensino Língua Portuguesa","url":"https://www.academia.edu/Documents/in/Ensino_Lingua_Portuguesa?f_ri=475458","nofollow":false},{"id":180496,"name":"Portuguese Language Teaching","url":"https://www.academia.edu/Documents/in/Portuguese_Language_Teaching?f_ri=475458","nofollow":false},{"id":207185,"name":"Generative Syntax","url":"https://www.academia.edu/Documents/in/Generative_Syntax?f_ri=475458"},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458"},{"id":676235,"name":"Metodologia de ensino da língua portuguesa","url":"https://www.academia.edu/Documents/in/Metodologia_de_ensino_da_lingua_portuguesa?f_ri=475458"},{"id":2208636,"name":"Ensino de Gramática","url":"https://www.academia.edu/Documents/in/Ensino_de_Gram%C3%A1tica?f_ri=475458"},{"id":3184768,"name":"Sintaxe Gerativa","url":"https://www.academia.edu/Documents/in/Sintaxe_Gerativa?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38262696" data-work_id="38262696" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38262696/Becoming_a_DDL_teacher_in_English_grammar_classes_A_pilot_study_JLTL_Vol_9_No_1_pdf">Becoming a DDL teacher in English grammar classes: A pilot study JLTL, Vol: 9, No: 1.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study explores the process of becoming a data-driven learning (DDL) teacher in EFL grammar classes. An in-service teacher wholly new to the DDL approach joined and received training in it over four months. He first studied what DDL... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38262696" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study explores the process of becoming a data-driven learning (DDL) teacher in EFL grammar classes. An in-service teacher wholly new to the DDL approach joined and received training in it over four months. He first studied what DDL was and how it was used in language settings, going on to teach grammar to two undergraduate classes, one with DDL and the other with Grammar Translation, for comparison purposes. His overall experience of learning and teaching with these two approaches was recorded in self-reflective journals and later in interviews with the present writer. The perceptions by the two classes of the treatment they received were also surveyed to reflect the teacher's performance. The results as a whole show that the course of becoming a DDL teacher is a complex, radical and continuous series of transformations, generating new evidence in support of DDL practice. ABSTRACT</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38262696" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="346c022202e15f287c72c14a5a838299" rel="nofollow" data-download="{"attachment_id":58306295,"asset_id":38262696,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58306295/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31668648" href="https://gazi.academia.edu/TheJournalofLanguageTeachingandLearningJLTL">The Journal of Language Teaching and Learning (JLTL)</a><script data-card-contents-for-user="31668648" type="text/json">{"id":31668648,"first_name":"The Journal of Language Teaching and Learning","last_name":"(JLTL)","domain_name":"gazi","page_name":"TheJournalofLanguageTeachingandLearningJLTL","display_name":"The Journal of Language Teaching and Learning (JLTL)","profile_url":"https://gazi.academia.edu/TheJournalofLanguageTeachingandLearningJLTL?f_ri=475458","photo":"https://0.academia-photos.com/31668648/9384778/12399390/s65_the_journal_of_language_teaching_and_learning._jltl_.jpg"}</script></span></span></li><li class="js-paper-rank-work_38262696 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38262696"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38262696, container: ".js-paper-rank-work_38262696", }); });</script></li><li class="js-percentile-work_38262696 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38262696; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38262696"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38262696 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38262696"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38262696; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38262696]").text(description); $(".js-view-count-work_38262696").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38262696").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38262696"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1200" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17282" href="https://www.academia.edu/Documents/in/English_Grammar">English Grammar</a>, <script data-card-contents-for-ri="17282" type="text/json">{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38262696]'), work: {"id":38262696,"title":"Becoming a DDL teacher in English grammar classes: A pilot study JLTL, Vol: 9, No: 1.pdf","created_at":"2019-01-31T11:24:46.008-08:00","url":"https://www.academia.edu/38262696/Becoming_a_DDL_teacher_in_English_grammar_classes_A_pilot_study_JLTL_Vol_9_No_1_pdf?f_ri=475458","dom_id":"work_38262696","summary":"This study explores the process of becoming a data-driven learning (DDL) teacher in EFL grammar classes. An in-service teacher wholly new to the DDL approach joined and received training in it over four months. He first studied what DDL was and how it was used in language settings, going on to teach grammar to two undergraduate classes, one with DDL and the other with Grammar Translation, for comparison purposes. His overall experience of learning and teaching with these two approaches was recorded in self-reflective journals and later in interviews with the present writer. The perceptions by the two classes of the treatment they received were also surveyed to reflect the teacher's performance. The results as a whole show that the course of becoming a DDL teacher is a complex, radical and continuous series of transformations, generating new evidence in support of DDL practice. ABSTRACT","downloadable_attachments":[{"id":58306295,"asset_id":38262696,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31668648,"first_name":"The Journal of Language Teaching and Learning","last_name":"(JLTL)","domain_name":"gazi","page_name":"TheJournalofLanguageTeachingandLearningJLTL","display_name":"The Journal of Language Teaching and Learning (JLTL)","profile_url":"https://gazi.academia.edu/TheJournalofLanguageTeachingandLearningJLTL?f_ri=475458","photo":"https://0.academia-photos.com/31668648/9384778/12399390/s65_the_journal_of_language_teaching_and_learning._jltl_.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=475458","nofollow":false},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31077143" data-work_id="31077143" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31077143/Incorporating_Corpus_Informed_Data_into_English_Grammar_Pedagogy_An_Action_Research_Study_of_Corpus_Use_in_Learning_Teaching_Grammar">Incorporating Corpus-Informed Data into English Grammar Pedagogy: An Action Research Study of Corpus Use in Learning Teaching Grammar</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31077143" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31077143" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="97605dbf4dc95af5c032d1753d9d18f9" rel="nofollow" data-download="{"attachment_id":51511457,"asset_id":31077143,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51511457/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59142383" href="https://independent.academia.edu/MuhammadRezaPahlevi11">Muhammad Reza Pahlevi</a><script data-card-contents-for-user="59142383" type="text/json">{"id":59142383,"first_name":"Muhammad","last_name":"Reza Pahlevi","domain_name":"independent","page_name":"MuhammadRezaPahlevi11","display_name":"Muhammad Reza Pahlevi","profile_url":"https://independent.academia.edu/MuhammadRezaPahlevi11?f_ri=475458","photo":"https://0.academia-photos.com/59142383/22340326/21554466/s65_muhammad.reza_pahlevi.jpg"}</script></span></span></li><li class="js-paper-rank-work_31077143 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31077143"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31077143, container: ".js-paper-rank-work_31077143", }); });</script></li><li class="js-percentile-work_31077143 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31077143; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31077143"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31077143 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31077143"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31077143; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31077143]").text(description); $(".js-view-count-work_31077143").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31077143").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31077143"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2065" href="https://www.academia.edu/Documents/in/Research_Methodology">Research Methodology</a>, <script data-card-contents-for-ri="2065" type="text/json">{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="302696" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_">Teaching English as a foreign language (TEFL)</a>, <script data-card-contents-for-ri="302696" type="text/json">{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31077143]'), work: {"id":31077143,"title":"Incorporating Corpus-Informed Data into English Grammar Pedagogy: An Action Research Study of Corpus Use in Learning Teaching Grammar","created_at":"2017-01-25T15:14:03.430-08:00","url":"https://www.academia.edu/31077143/Incorporating_Corpus_Informed_Data_into_English_Grammar_Pedagogy_An_Action_Research_Study_of_Corpus_Use_in_Learning_Teaching_Grammar?f_ri=475458","dom_id":"work_31077143","summary":"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 \u0026 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","downloadable_attachments":[{"id":51511457,"asset_id":31077143,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":59142383,"first_name":"Muhammad","last_name":"Reza Pahlevi","domain_name":"independent","page_name":"MuhammadRezaPahlevi11","display_name":"Muhammad Reza Pahlevi","profile_url":"https://independent.academia.edu/MuhammadRezaPahlevi11?f_ri=475458","photo":"https://0.academia-photos.com/59142383/22340326/21554466/s65_muhammad.reza_pahlevi.jpg"}],"research_interests":[{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=475458","nofollow":false},{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37844868" data-work_id="37844868" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37844868/La_gram%C3%A1tica_en_la_Ense%C3%B1anza_Media">La gramática en la Enseñanza Media</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37844868" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37844868" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="025f5683b7b6f740f05b479ae1fcb801" rel="nofollow" data-download="{"attachment_id":57848460,"asset_id":37844868,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57848460/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46305549" href="https://ucm.academia.edu/IgnacioBosque">Ignacio Bosque</a><script data-card-contents-for-user="46305549" type="text/json">{"id":46305549,"first_name":"Ignacio","last_name":"Bosque","domain_name":"ucm","page_name":"IgnacioBosque","display_name":"Ignacio Bosque","profile_url":"https://ucm.academia.edu/IgnacioBosque?f_ri=475458","photo":"https://0.academia-photos.com/46305549/12662365/14085387/s65_ignacio.bosque.jpg"}</script></span></span></li><li class="js-paper-rank-work_37844868 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37844868"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37844868, container: ".js-paper-rank-work_37844868", }); });</script></li><li class="js-percentile-work_37844868 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37844868; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37844868"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37844868 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37844868"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37844868; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37844868]").text(description); $(".js-view-count-work_37844868").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37844868").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37844868"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a>, <script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2582248" href="https://www.academia.edu/Documents/in/Ense%C3%B1anza_de_la_gram%C3%A1tica_espa%C3%B1ola">Enseñanza de la gramática española</a><script data-card-contents-for-ri="2582248" type="text/json">{"id":2582248,"name":"Enseñanza de la gramática española","url":"https://www.academia.edu/Documents/in/Ense%C3%B1anza_de_la_gram%C3%A1tica_espa%C3%B1ola?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37844868]'), work: {"id":37844868,"title":"La gramática en la Enseñanza Media","created_at":"2018-11-25T02:41:23.004-08:00","url":"https://www.academia.edu/37844868/La_gram%C3%A1tica_en_la_Ense%C3%B1anza_Media?f_ri=475458","dom_id":"work_37844868","summary":"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.","downloadable_attachments":[{"id":57848460,"asset_id":37844868,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46305549,"first_name":"Ignacio","last_name":"Bosque","domain_name":"ucm","page_name":"IgnacioBosque","display_name":"Ignacio Bosque","profile_url":"https://ucm.academia.edu/IgnacioBosque?f_ri=475458","photo":"https://0.academia-photos.com/46305549/12662365/14085387/s65_ignacio.bosque.jpg"}],"research_interests":[{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":2582248,"name":"Enseñanza de la gramática española","url":"https://www.academia.edu/Documents/in/Ense%C3%B1anza_de_la_gram%C3%A1tica_espa%C3%B1ola?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11944908" data-work_id="11944908" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11944908/GRAMMAR_STRATEGIES_OF_TEACHING">GRAMMAR: STRATEGIES OF TEACHING</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11944908" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11944908" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b2eee3901e32ee6ac31e3e9a31dff820" rel="nofollow" data-download="{"attachment_id":37305390,"asset_id":11944908,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37305390/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13321242" href="https://independent.academia.edu/%D0%A1%D0%B2%D0%B5%D1%82%D0%BB%D0%B0%D0%BD%D0%B0%D0%A1%D0%BA%D0%B0%D1%80%D0%B0%D0%B5%D0%B2%D0%B0">Светлана Скараева</a><script data-card-contents-for-user="13321242" type="text/json">{"id":13321242,"first_name":"Светлана","last_name":"Скараева","domain_name":"independent","page_name":"СветланаСкараева","display_name":"Светлана Скараева","profile_url":"https://independent.academia.edu/%D0%A1%D0%B2%D0%B5%D1%82%D0%BB%D0%B0%D0%BD%D0%B0%D0%A1%D0%BA%D0%B0%D1%80%D0%B0%D0%B5%D0%B2%D0%B0?f_ri=475458","photo":"https://0.academia-photos.com/13321242/8498549/9498931/s65__._.jpg"}</script></span></span></li><li class="js-paper-rank-work_11944908 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11944908"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11944908, container: ".js-paper-rank-work_11944908", }); });</script></li><li class="js-percentile-work_11944908 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11944908; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11944908"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11944908 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11944908"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11944908; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11944908]").text(description); $(".js-view-count-work_11944908").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11944908").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11944908"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11944908]'), work: {"id":11944908,"title":"GRAMMAR: STRATEGIES OF TEACHING","created_at":"2015-04-14T10:11:00.775-07:00","url":"https://www.academia.edu/11944908/GRAMMAR_STRATEGIES_OF_TEACHING?f_ri=475458","dom_id":"work_11944908","summary":"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.","downloadable_attachments":[{"id":37305390,"asset_id":11944908,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13321242,"first_name":"Светлана","last_name":"Скараева","domain_name":"independent","page_name":"СветланаСкараева","display_name":"Светлана Скараева","profile_url":"https://independent.academia.edu/%D0%A1%D0%B2%D0%B5%D1%82%D0%BB%D0%B0%D0%BD%D0%B0%D0%A1%D0%BA%D0%B0%D1%80%D0%B0%D0%B5%D0%B2%D0%B0?f_ri=475458","photo":"https://0.academia-photos.com/13321242/8498549/9498931/s65__._.jpg"}],"research_interests":[{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28975512" data-work_id="28975512" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28975512/Teaching_Grammar_as_a_Foreign_Language_in_Saudi_Arabia">Teaching Grammar as a Foreign Language in Saudi Arabia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28975512" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28975512" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="15d997147f3fe8f49892745a2f571a5d" rel="nofollow" data-download="{"attachment_id":49419340,"asset_id":28975512,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49419340/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46699035" href="https://qut.academia.edu/ShathaAlzamil">Shatha Alzamil</a><script data-card-contents-for-user="46699035" type="text/json">{"id":46699035,"first_name":"Shatha","last_name":"Alzamil","domain_name":"qut","page_name":"ShathaAlzamil","display_name":"Shatha Alzamil","profile_url":"https://qut.academia.edu/ShathaAlzamil?f_ri=475458","photo":"https://0.academia-photos.com/46699035/13711356/15319033/s65_shatha.alzamil.jpg"}</script></span></span></li><li class="js-paper-rank-work_28975512 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28975512"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28975512, container: ".js-paper-rank-work_28975512", }); });</script></li><li class="js-percentile-work_28975512 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28975512; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_28975512"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_28975512 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="28975512"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28975512; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28975512]").text(description); $(".js-view-count-work_28975512").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28975512").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28975512"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a>, <script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9569" href="https://www.academia.edu/Documents/in/Saudi_Arabia">Saudi Arabia</a>, <script data-card-contents-for-ri="9569" type="text/json">{"id":9569,"name":"Saudi Arabia","url":"https://www.academia.edu/Documents/in/Saudi_Arabia?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a><script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28975512]'), work: {"id":28975512,"title":"Teaching Grammar as a Foreign Language in Saudi Arabia","created_at":"2016-10-06T23:43:09.115-07:00","url":"https://www.academia.edu/28975512/Teaching_Grammar_as_a_Foreign_Language_in_Saudi_Arabia?f_ri=475458","dom_id":"work_28975512","summary":"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. ","downloadable_attachments":[{"id":49419340,"asset_id":28975512,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46699035,"first_name":"Shatha","last_name":"Alzamil","domain_name":"qut","page_name":"ShathaAlzamil","display_name":"Shatha Alzamil","profile_url":"https://qut.academia.edu/ShathaAlzamil?f_ri=475458","photo":"https://0.academia-photos.com/46699035/13711356/15319033/s65_shatha.alzamil.jpg"}],"research_interests":[{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=475458","nofollow":false},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=475458","nofollow":false},{"id":9569,"name":"Saudi Arabia","url":"https://www.academia.edu/Documents/in/Saudi_Arabia?f_ri=475458","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":963225,"name":"EFL/ESL/TESOL","url":"https://www.academia.edu/Documents/in/EFL_ESL_TESOL?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22249525" data-work_id="22249525" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22249525/ANA_D%C4%B0L%C4%B0_E%C4%9E%C4%B0T%C4%B0M%C4%B0NDE_D%C4%B0L_B%C4%B0LG%C4%B0S%C4%B0_%C3%96RET%C4%B0M%C4%B0N%C4%B0N_YER%C4%B0_VE_%C3%96NEM%C4%B0">ANA DİLİ EĞİTİMİNDE DİL BİLGİSİ ÖRETİMİNİN YERİ VE ÖNEMİ</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22249525" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu çalışmanın amacı, ana dili eğitiminde dil bilgisinin nasıl<br />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.<br />Ana dili eğitiminde dil bilgisi öğretimi hakkında kapsamlı bir<br />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<br />ana dili eğitiminin amaçlarının tam olarak gerçekleşebilmesi için de dil bilgisi öğretimine ihtiyaç vardır.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22249525" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="303d1122b4524304d3e76c9f6f48dad3" rel="nofollow" data-download="{"attachment_id":46986595,"asset_id":22249525,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46986595/download_file?st=MTczNDQ5NjQzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5677840" href="https://independent.academia.edu/%C3%87e%C3%A7enMehmetAkif">Mehmet Akif Çeçen</a><script data-card-contents-for-user="5677840" type="text/json">{"id":5677840,"first_name":"Mehmet Akif","last_name":"Çeçen","domain_name":"independent","page_name":"ÇeçenMehmetAkif","display_name":"Mehmet Akif Çeçen","profile_url":"https://independent.academia.edu/%C3%87e%C3%A7enMehmetAkif?f_ri=475458","photo":"https://0.academia-photos.com/5677840/91752059/80557754/s65_mehmet_akif._e_en.png"}</script></span></span></li><li class="js-paper-rank-work_22249525 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22249525"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22249525, container: ".js-paper-rank-work_22249525", }); });</script></li><li class="js-percentile-work_22249525 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 22249525; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_22249525"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_22249525 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="22249525"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22249525; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=22249525]").text(description); $(".js-view-count-work_22249525").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22249525").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22249525"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a>, <script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="481768" href="https://www.academia.edu/Documents/in/Grammar_Teaching">Grammar Teaching</a>, <script data-card-contents-for-ri="481768" type="text/json">{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1838800" href="https://www.academia.edu/Documents/in/Dil_bilgisi_%C3%B6%C4%9Fretimi">Dil bilgisi öğretimi</a><script data-card-contents-for-ri="1838800" type="text/json">{"id":1838800,"name":"Dil bilgisi öğretimi","url":"https://www.academia.edu/Documents/in/Dil_bilgisi_%C3%B6%C4%9Fretimi?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22249525]'), work: {"id":22249525,"title":"ANA DİLİ EĞİTİMİNDE DİL BİLGİSİ ÖRETİMİNİN YERİ VE ÖNEMİ","created_at":"2016-02-21T06:08:41.196-08:00","url":"https://www.academia.edu/22249525/ANA_D%C4%B0L%C4%B0_E%C4%9E%C4%B0T%C4%B0M%C4%B0NDE_D%C4%B0L_B%C4%B0LG%C4%B0S%C4%B0_%C3%96RET%C4%B0M%C4%B0N%C4%B0N_YER%C4%B0_VE_%C3%96NEM%C4%B0?f_ri=475458","dom_id":"work_22249525","summary":"Bu çalışmanın amacı, ana dili eğitiminde dil bilgisinin nasıl\nbir 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.\nAna dili eğitiminde dil bilgisi öğretimi hakkında kapsamlı bir\ndeğerlendirme 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\nana dili eğitiminin amaçlarının tam olarak gerçekleşebilmesi için de dil bilgisi öğretimine ihtiyaç vardır.","downloadable_attachments":[{"id":46986595,"asset_id":22249525,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5677840,"first_name":"Mehmet Akif","last_name":"Çeçen","domain_name":"independent","page_name":"ÇeçenMehmetAkif","display_name":"Mehmet Akif Çeçen","profile_url":"https://independent.academia.edu/%C3%87e%C3%A7enMehmetAkif?f_ri=475458","photo":"https://0.academia-photos.com/5677840/91752059/80557754/s65_mehmet_akif._e_en.png"}],"research_interests":[{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458","nofollow":false},{"id":1838800,"name":"Dil bilgisi öğretimi","url":"https://www.academia.edu/Documents/in/Dil_bilgisi_%C3%B6%C4%9Fretimi?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41767275" data-work_id="41767275" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41767275/Possible_Problems_in_Online_Foreign_Language_Teaching_at_a_University_Context">Possible Problems in Online Foreign Language Teaching at a University Context</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41767275" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41767275" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="560a1eda17a2a5254840242218859758" rel="nofollow" data-download="{"attachment_id":61925968,"asset_id":41767275,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61925968/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="118612779" href="https://aksaray.academia.edu/erkany%C3%BCce">erkan yüce</a><script data-card-contents-for-user="118612779" type="text/json">{"id":118612779,"first_name":"erkan","last_name":"yüce","domain_name":"aksaray","page_name":"erkanyüce","display_name":"erkan yüce","profile_url":"https://aksaray.academia.edu/erkany%C3%BCce?f_ri=475458","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_41767275 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41767275"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41767275, container: ".js-paper-rank-work_41767275", }); });</script></li><li class="js-percentile-work_41767275 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41767275; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41767275"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41767275 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41767275"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41767275; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41767275]").text(description); $(".js-view-count-work_41767275").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41767275").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41767275"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9918" href="https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages">Teaching of Foreign Languages</a>, <script data-card-contents-for-ri="9918" type="text/json">{"id":9918,"name":"Teaching of Foreign Languages","url":"https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="80031" href="https://www.academia.edu/Documents/in/Online_Teaching_and_Learning">Online Teaching and Learning</a>, <script data-card-contents-for-ri="80031" type="text/json">{"id":80031,"name":"Online Teaching and Learning","url":"https://www.academia.edu/Documents/in/Online_Teaching_and_Learning?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="100638" href="https://www.academia.edu/Documents/in/Pronunciation_Teaching">Pronunciation Teaching</a>, <script data-card-contents-for-ri="100638" type="text/json">{"id":100638,"name":"Pronunciation Teaching","url":"https://www.academia.edu/Documents/in/Pronunciation_Teaching?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="201923" href="https://www.academia.edu/Documents/in/Foreign_languages">Foreign languages</a><script data-card-contents-for-ri="201923" type="text/json">{"id":201923,"name":"Foreign languages","url":"https://www.academia.edu/Documents/in/Foreign_languages?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41767275]'), work: {"id":41767275,"title":"Possible Problems in Online Foreign Language Teaching at a University Context","created_at":"2020-01-28T22:49:20.468-08:00","url":"https://www.academia.edu/41767275/Possible_Problems_in_Online_Foreign_Language_Teaching_at_a_University_Context?f_ri=475458","dom_id":"work_41767275","summary":"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.","downloadable_attachments":[{"id":61925968,"asset_id":41767275,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":118612779,"first_name":"erkan","last_name":"yüce","domain_name":"aksaray","page_name":"erkanyüce","display_name":"erkan yüce","profile_url":"https://aksaray.academia.edu/erkany%C3%BCce?f_ri=475458","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":9918,"name":"Teaching of Foreign Languages","url":"https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages?f_ri=475458","nofollow":false},{"id":80031,"name":"Online Teaching and Learning","url":"https://www.academia.edu/Documents/in/Online_Teaching_and_Learning?f_ri=475458","nofollow":false},{"id":100638,"name":"Pronunciation Teaching","url":"https://www.academia.edu/Documents/in/Pronunciation_Teaching?f_ri=475458","nofollow":false},{"id":201923,"name":"Foreign languages","url":"https://www.academia.edu/Documents/in/Foreign_languages?f_ri=475458","nofollow":false},{"id":443589,"name":"Problems","url":"https://www.academia.edu/Documents/in/Problems?f_ri=475458"},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":1802557,"name":"Vocabulary teaching","url":"https://www.academia.edu/Documents/in/Vocabulary_teaching?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37268641" data-work_id="37268641" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37268641/The_Effectiveness_of_Using_Picture_to_Improve_Students_Grammar_Skill_Chinese_Comparative_Sentence">The Effectiveness of Using Picture to Improve Students' Grammar Skill: Chinese Comparative Sentence</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37268641" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37268641" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7f3d9b4486b556a6da982851635614a4" rel="nofollow" data-download="{"attachment_id":57222682,"asset_id":37268641,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57222682/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7849495" href="https://independent.academia.edu/dsulis">dewi sulis</a><script data-card-contents-for-user="7849495" type="text/json">{"id":7849495,"first_name":"dewi","last_name":"sulis","domain_name":"independent","page_name":"dsulis","display_name":"dewi sulis","profile_url":"https://independent.academia.edu/dsulis?f_ri=475458","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_37268641 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37268641"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37268641, container: ".js-paper-rank-work_37268641", }); 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$(".js-view-count[data-work-id=37268641]").text(description); $(".js-view-count-work_37268641").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37268641").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37268641"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="39095" href="https://www.academia.edu/Documents/in/Chinese_Language_Teaching">Chinese Language Teaching</a>, <script data-card-contents-for-ri="39095" type="text/json">{"id":39095,"name":"Chinese Language Teaching","url":"https://www.academia.edu/Documents/in/Chinese_Language_Teaching?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a>, <script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1258176" href="https://www.academia.edu/Documents/in/Through_Pictures">Through Pictures</a><script data-card-contents-for-ri="1258176" type="text/json">{"id":1258176,"name":"Through Pictures","url":"https://www.academia.edu/Documents/in/Through_Pictures?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37268641]'), work: {"id":37268641,"title":"The Effectiveness of Using Picture to Improve Students' Grammar Skill: Chinese Comparative Sentence","created_at":"2018-08-21T01:02:29.090-07:00","url":"https://www.academia.edu/37268641/The_Effectiveness_of_Using_Picture_to_Improve_Students_Grammar_Skill_Chinese_Comparative_Sentence?f_ri=475458","dom_id":"work_37268641","summary":"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.","downloadable_attachments":[{"id":57222682,"asset_id":37268641,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7849495,"first_name":"dewi","last_name":"sulis","domain_name":"independent","page_name":"dsulis","display_name":"dewi sulis","profile_url":"https://independent.academia.edu/dsulis?f_ri=475458","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":39095,"name":"Chinese Language Teaching","url":"https://www.academia.edu/Documents/in/Chinese_Language_Teaching?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":1258176,"name":"Through Pictures","url":"https://www.academia.edu/Documents/in/Through_Pictures?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32478656" data-work_id="32478656" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32478656/Turkish_Studies_%C4%B0LET%C4%B0%C5%9E%C4%B0MSEL_ED%C4%B0N%C3%87_VE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87EDE_D%C4%B0LB%C4%B0LG%C4%B0S%C4%B0_%C3%96%C4%9ERET%C4%B0M%C4%B0">Turkish Studies İLETİŞİMSEL EDİNÇ VE YABANCI DİL OLARAK TÜRKÇEDE DİLBİLGİSİ ÖĞRETİMİ</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">İLETİŞİMSEL EDİNÇ VE YABANCI DİL OLARAK TÜRKÇEDE DİLBİLGİSİ ÖĞRETİMİ</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32478656" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="93eba0a3839724591c93d5f356ee9bee" rel="nofollow" data-download="{"attachment_id":52666272,"asset_id":32478656,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52666272/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="361001" href="https://deu.academia.edu/Bet%C3%BClS%C3%BCl%C3%BC%C5%9Fo%C4%9Flu%C3%87etin">Betül Sülüşoğlu Çetin</a><script data-card-contents-for-user="361001" type="text/json">{"id":361001,"first_name":"Betül","last_name":"Sülüşoğlu Çetin","domain_name":"deu","page_name":"BetülSülüşoğluÇetin","display_name":"Betül Sülüşoğlu Çetin","profile_url":"https://deu.academia.edu/Bet%C3%BClS%C3%BCl%C3%BC%C5%9Fo%C4%9Flu%C3%87etin?f_ri=475458","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_32478656 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32478656"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32478656, container: ".js-paper-rank-work_32478656", }); });</script></li><li class="js-percentile-work_32478656 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32478656; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_32478656"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_32478656 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="32478656"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32478656; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32478656]").text(description); $(".js-view-count-work_32478656").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_32478656").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32478656"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="154904" href="https://www.academia.edu/Documents/in/Communicative_Competence">Communicative Competence</a>, <script data-card-contents-for-ri="154904" type="text/json">{"id":154904,"name":"Communicative Competence","url":"https://www.academia.edu/Documents/in/Communicative_Competence?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a>, <script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1113446" href="https://www.academia.edu/Documents/in/Turkceyi_Yabanci_Dil_Olarak_Ogretimi">Türkçeyi Yabancı Dil Olarak Öğretimi</a><script data-card-contents-for-ri="1113446" type="text/json">{"id":1113446,"name":"Türkçeyi Yabancı Dil Olarak Öğretimi","url":"https://www.academia.edu/Documents/in/Turkceyi_Yabanci_Dil_Olarak_Ogretimi?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32478656]'), work: {"id":32478656,"title":"Turkish Studies İLETİŞİMSEL EDİNÇ VE YABANCI DİL OLARAK TÜRKÇEDE DİLBİLGİSİ ÖĞRETİMİ","created_at":"2017-04-18T04:30:40.040-07:00","url":"https://www.academia.edu/32478656/Turkish_Studies_%C4%B0LET%C4%B0%C5%9E%C4%B0MSEL_ED%C4%B0N%C3%87_VE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87EDE_D%C4%B0LB%C4%B0LG%C4%B0S%C4%B0_%C3%96%C4%9ERET%C4%B0M%C4%B0?f_ri=475458","dom_id":"work_32478656","summary":"İLETİŞİMSEL EDİNÇ VE YABANCI DİL OLARAK TÜRKÇEDE DİLBİLGİSİ ÖĞRETİMİ","downloadable_attachments":[{"id":52666272,"asset_id":32478656,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":361001,"first_name":"Betül","last_name":"Sülüşoğlu Çetin","domain_name":"deu","page_name":"BetülSülüşoğluÇetin","display_name":"Betül Sülüşoğlu Çetin","profile_url":"https://deu.academia.edu/Bet%C3%BClS%C3%BCl%C3%BC%C5%9Fo%C4%9Flu%C3%87etin?f_ri=475458","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":154904,"name":"Communicative Competence","url":"https://www.academia.edu/Documents/in/Communicative_Competence?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":1113446,"name":"Türkçeyi Yabancı Dil Olarak Öğretimi","url":"https://www.academia.edu/Documents/in/Turkceyi_Yabanci_Dil_Olarak_Ogretimi?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8450258" data-work_id="8450258" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8450258/Comparing_Teachers_Views_on_the_Role_of_Grammar_and_Error_Correction_in_Language_Teaching_with_Those_of_Their_Students">Comparing Teachers' Views on the Role of Grammar and Error Correction in Language Teaching with Those of Their Students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8450258" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">There has always been a great deal of controversy over grammar and error correction in language teaching. <br />Furthermore, teachers and students might have their own specific views on these controversial issues, which <br />makes the need for various investigations in this regard even more evident. Following the same line of research <br />done by Schulz (1996; 2001), the present study primarily aimed at comparing teachers’ and their students’ <br />opinions on the role of grammar and error correction in language learning. For this purpose, a 15-item <br />questionnaire (an adaptation of Schulz’s original questionnaire) was distributed among 440 students together <br />with their 76 teachers in Tehran. A comparison of standard deviations revealed that students and teachers were <br />almost equally consistent in their attitudes toward both grammar and corrective feedback; however, the chisquare <br />results indicated that there was a discrepancy between teachers’ and their students’ perceptions of <br />grammar and, especially, error correction, which could reduce the pedagogical face validity and in effect the <br />effectiveness of the learning process. Another general finding of the study was that the students, as compared <br />with their teachers, held more strongly positive attitudes toward grammar and error correction. The results <br />further showed that female students were generally more in favor of error correction as compared with their male <br />counterparts. Among the most significant pedagogical implications of the study is the need to consider the <br />teachers’ and students’ perceptions of grammar and error correction and the possibility of discrepancy between <br />the two before organizing instruction.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8450258" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="caa26e89b7deedcc12aee83e47e88d5b" rel="nofollow" data-download="{"attachment_id":34838203,"asset_id":8450258,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34838203/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="519564" href="https://sbu-ir.academia.edu/MehrdadYousefpooriNaeim">Mehrdad Yousefpoori Naeim</a><script data-card-contents-for-user="519564" type="text/json">{"id":519564,"first_name":"Mehrdad","last_name":"Yousefpoori Naeim","domain_name":"sbu-ir","page_name":"MehrdadYousefpooriNaeim","display_name":"Mehrdad Yousefpoori Naeim","profile_url":"https://sbu-ir.academia.edu/MehrdadYousefpooriNaeim?f_ri=475458","photo":"https://0.academia-photos.com/519564/18193278/18175273/s65_mehrdad.yousefpoori_naeim.jpeg"}</script></span></span></li><li class="js-paper-rank-work_8450258 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8450258"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8450258, container: ".js-paper-rank-work_8450258", }); 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$(".js-view-count[data-work-id=8450258]").text(description); $(".js-view-count-work_8450258").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8450258").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8450258"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="17282" href="https://www.academia.edu/Documents/in/English_Grammar">English Grammar</a>, <script data-card-contents-for-ri="17282" type="text/json">{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="21288" href="https://www.academia.edu/Documents/in/Teacher_Cognition">Teacher Cognition</a>, <script data-card-contents-for-ri="21288" type="text/json">{"id":21288,"name":"Teacher Cognition","url":"https://www.academia.edu/Documents/in/Teacher_Cognition?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="182415" href="https://www.academia.edu/Documents/in/Error_Correction">Error Correction</a>, <script data-card-contents-for-ri="182415" type="text/json">{"id":182415,"name":"Error Correction","url":"https://www.academia.edu/Documents/in/Error_Correction?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8450258]'), work: {"id":8450258,"title":"Comparing Teachers' Views on the Role of Grammar and Error Correction in Language Teaching with Those of Their Students","created_at":"2014-09-22T22:29:45.322-07:00","url":"https://www.academia.edu/8450258/Comparing_Teachers_Views_on_the_Role_of_Grammar_and_Error_Correction_in_Language_Teaching_with_Those_of_Their_Students?f_ri=475458","dom_id":"work_8450258","summary":"There has always been a great deal of controversy over grammar and error correction in language teaching.\r\nFurthermore, teachers and students might have their own specific views on these controversial issues, which\r\nmakes the need for various investigations in this regard even more evident. Following the same line of research\r\ndone by Schulz (1996; 2001), the present study primarily aimed at comparing teachers’ and their students’\r\nopinions on the role of grammar and error correction in language learning. For this purpose, a 15-item\r\nquestionnaire (an adaptation of Schulz’s original questionnaire) was distributed among 440 students together\r\nwith their 76 teachers in Tehran. A comparison of standard deviations revealed that students and teachers were\r\nalmost equally consistent in their attitudes toward both grammar and corrective feedback; however, the chisquare\r\nresults indicated that there was a discrepancy between teachers’ and their students’ perceptions of\r\ngrammar and, especially, error correction, which could reduce the pedagogical face validity and in effect the\r\neffectiveness of the learning process. Another general finding of the study was that the students, as compared\r\nwith their teachers, held more strongly positive attitudes toward grammar and error correction. The results\r\nfurther showed that female students were generally more in favor of error correction as compared with their male\r\ncounterparts. Among the most significant pedagogical implications of the study is the need to consider the\r\nteachers’ and students’ perceptions of grammar and error correction and the possibility of discrepancy between\r\nthe two before organizing instruction.","downloadable_attachments":[{"id":34838203,"asset_id":8450258,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":519564,"first_name":"Mehrdad","last_name":"Yousefpoori Naeim","domain_name":"sbu-ir","page_name":"MehrdadYousefpooriNaeim","display_name":"Mehrdad Yousefpoori Naeim","profile_url":"https://sbu-ir.academia.edu/MehrdadYousefpooriNaeim?f_ri=475458","photo":"https://0.academia-photos.com/519564/18193278/18175273/s65_mehrdad.yousefpoori_naeim.jpeg"}],"research_interests":[{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458","nofollow":false},{"id":21288,"name":"Teacher Cognition","url":"https://www.academia.edu/Documents/in/Teacher_Cognition?f_ri=475458","nofollow":false},{"id":182415,"name":"Error Correction","url":"https://www.academia.edu/Documents/in/Error_Correction?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29229325" data-work_id="29229325" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29229325/A_possible_order_of_teaching_English_tenses_in_primary_school">A possible order of teaching English tenses in primary school</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29229325" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29229325" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f20820dbee6bde1df723430708f2caf9" rel="nofollow" data-download="{"attachment_id":56358129,"asset_id":29229325,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56358129/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33537952" href="https://ritcroatia.academia.edu/JakobPatekar">Jakob Patekar</a><script data-card-contents-for-user="33537952" type="text/json">{"id":33537952,"first_name":"Jakob","last_name":"Patekar","domain_name":"ritcroatia","page_name":"JakobPatekar","display_name":"Jakob Patekar","profile_url":"https://ritcroatia.academia.edu/JakobPatekar?f_ri=475458","photo":"https://0.academia-photos.com/33537952/9902464/81279880/s65_jakob.patekar.png"}</script></span></span></li><li class="js-paper-rank-work_29229325 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29229325"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29229325, container: ".js-paper-rank-work_29229325", }); });</script></li><li class="js-percentile-work_29229325 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29229325; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29229325"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29229325 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29229325"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29229325; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29229325]").text(description); $(".js-view-count-work_29229325").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29229325").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29229325"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46596" href="https://www.academia.edu/Documents/in/English_language_teaching">English language teaching</a>, <script data-card-contents-for-ri="46596" type="text/json">{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a>, <script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="302696" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_">Teaching English as a foreign language (TEFL)</a><script data-card-contents-for-ri="302696" type="text/json">{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29229325]'), work: {"id":29229325,"title":"A possible order of teaching English tenses in primary school","created_at":"2016-10-18T00:38:06.478-07:00","url":"https://www.academia.edu/29229325/A_possible_order_of_teaching_English_tenses_in_primary_school?f_ri=475458","dom_id":"work_29229325","summary":"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.","downloadable_attachments":[{"id":56358129,"asset_id":29229325,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33537952,"first_name":"Jakob","last_name":"Patekar","domain_name":"ritcroatia","page_name":"JakobPatekar","display_name":"Jakob Patekar","profile_url":"https://ritcroatia.academia.edu/JakobPatekar?f_ri=475458","photo":"https://0.academia-photos.com/33537952/9902464/81279880/s65_jakob.patekar.png"}],"research_interests":[{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=475458","nofollow":false},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=475458","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=475458","nofollow":false},{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43060559" data-work_id="43060559" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43060559/S3_Unit5_WB_GRAMMAR">S3_Unit5_WB_GRAMMAR</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43060559" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bdbbf4913091b66a862210ad355115c4" rel="nofollow" data-download="{"attachment_id":63320139,"asset_id":43060559,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63320139/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="155752020" href="https://independent.academia.edu/S3A2JOHN%E5%AD%9C%E5%96%8403">JOHN JC</a><script data-card-contents-for-user="155752020" type="text/json">{"id":155752020,"first_name":"JOHN","last_name":"JC","domain_name":"independent","page_name":"S3A2JOHN孜善03","display_name":"JOHN JC","profile_url":"https://independent.academia.edu/S3A2JOHN%E5%AD%9C%E5%96%8403?f_ri=475458","photo":"https://0.academia-photos.com/155752020/43511951/34557246/s65_s3a2.john_03.jpg"}</script></span></span></li><li class="js-paper-rank-work_43060559 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43060559"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43060559, container: ".js-paper-rank-work_43060559", }); });</script></li><li class="js-percentile-work_43060559 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43060559; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43060559"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43060559 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43060559"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43060559; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43060559]").text(description); $(".js-view-count-work_43060559").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43060559").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43060559"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="3979" href="https://www.academia.edu/Documents/in/English_language">English language</a>, <script data-card-contents-for-ri="3979" type="text/json">{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6223" href="https://www.academia.edu/Documents/in/English">English</a>, <script data-card-contents-for-ri="6223" type="text/json">{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17282" href="https://www.academia.edu/Documents/in/English_Grammar">English Grammar</a>, <script data-card-contents-for-ri="17282" type="text/json">{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="65274" href="https://www.academia.edu/Documents/in/Grammer">Grammer</a><script data-card-contents-for-ri="65274" type="text/json">{"id":65274,"name":"Grammer","url":"https://www.academia.edu/Documents/in/Grammer?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43060559]'), work: {"id":43060559,"title":"S3_Unit5_WB_GRAMMAR","created_at":"2020-05-15T07:07:02.406-07:00","url":"https://www.academia.edu/43060559/S3_Unit5_WB_GRAMMAR?f_ri=475458","dom_id":"work_43060559","summary":null,"downloadable_attachments":[{"id":63320139,"asset_id":43060559,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":155752020,"first_name":"JOHN","last_name":"JC","domain_name":"independent","page_name":"S3A2JOHN孜善03","display_name":"JOHN JC","profile_url":"https://independent.academia.edu/S3A2JOHN%E5%AD%9C%E5%96%8403?f_ri=475458","photo":"https://0.academia-photos.com/155752020/43511951/34557246/s65_s3a2.john_03.jpg"}],"research_interests":[{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=475458","nofollow":false},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=475458","nofollow":false},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458","nofollow":false},{"id":65274,"name":"Grammer","url":"https://www.academia.edu/Documents/in/Grammer?f_ri=475458","nofollow":false},{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar?f_ri=475458"},{"id":138319,"name":"English Grammer","url":"https://www.academia.edu/Documents/in/English_Grammer?f_ri=475458"},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":624707,"name":"English Language","url":"https://www.academia.edu/Documents/in/English_Language-2?f_ri=475458"},{"id":918058,"name":"Grammar of English","url":"https://www.academia.edu/Documents/in/Grammar_of_English?f_ri=475458"},{"id":1121494,"name":"Student","url":"https://www.academia.edu/Documents/in/Student?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_70709721" data-work_id="70709721" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/70709721/Grammatica_didattica_linguistica_e_tecniche_di_scoperta">Grammatica, didattica linguistica e tecniche di scoperta</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_70709721" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/70709721" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="59d85a4b1f362ddc5f5d42f7f6e45b8a" rel="nofollow" data-download="{"attachment_id":80828324,"asset_id":70709721,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80828324/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="28351029" href="https://unipa.academia.edu/IgnazioMauroMirto">Ignazio Mauro Mirto</a><script data-card-contents-for-user="28351029" type="text/json">{"id":28351029,"first_name":"Ignazio Mauro","last_name":"Mirto","domain_name":"unipa","page_name":"IgnazioMauroMirto","display_name":"Ignazio Mauro Mirto","profile_url":"https://unipa.academia.edu/IgnazioMauroMirto?f_ri=475458","photo":"https://0.academia-photos.com/28351029/8007631/28139918/s65_ignazio_mauro.mirto.jpg"}</script></span></span></li><li class="js-paper-rank-work_70709721 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="70709721"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 70709721, container: ".js-paper-rank-work_70709721", }); 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$(".js-view-count[data-work-id=70709721]").text(description); $(".js-view-count-work_70709721").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_70709721").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="70709721"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1200" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6671" href="https://www.academia.edu/Documents/in/Syntax">Syntax</a>, <script data-card-contents-for-ri="6671" type="text/json">{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a><script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=70709721]'), work: {"id":70709721,"title":"Grammatica, didattica linguistica e tecniche di scoperta","created_at":"2022-02-06T07:43:46.150-08:00","url":"https://www.academia.edu/70709721/Grammatica_didattica_linguistica_e_tecniche_di_scoperta?f_ri=475458","dom_id":"work_70709721","summary":"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.","downloadable_attachments":[{"id":80828324,"asset_id":70709721,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":28351029,"first_name":"Ignazio Mauro","last_name":"Mirto","domain_name":"unipa","page_name":"IgnazioMauroMirto","display_name":"Ignazio Mauro Mirto","profile_url":"https://unipa.academia.edu/IgnazioMauroMirto?f_ri=475458","photo":"https://0.academia-photos.com/28351029/8007631/28139918/s65_ignazio_mauro.mirto.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=475458","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=475458","nofollow":false},{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=475458","nofollow":false},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=475458","nofollow":false},{"id":31877,"name":"Italian (Languages And Linguistics)","url":"https://www.academia.edu/Documents/in/Italian_Languages_And_Linguistics_?f_ri=475458"},{"id":94578,"name":"Italian Linguistics","url":"https://www.academia.edu/Documents/in/Italian_Linguistics?f_ri=475458"},{"id":104013,"name":"Linguistica italiana","url":"https://www.academia.edu/Documents/in/Linguistica_italiana?f_ri=475458"},{"id":110047,"name":"Linguistica","url":"https://www.academia.edu/Documents/in/Linguistica?f_ri=475458"},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37787050 coauthored" data-work_id="37787050" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37787050/The_place_of_grammar_in_the_teaching_of_English_in_Portugal">The place of grammar in the teaching of English in Portugal</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Grammar has always been present in different teaching methods and approaches. However, the place of grammar in these methods has shifted throughout the centuries, from a central place in the grammar and translation approach to a more... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37787050" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Grammar has always been present in different teaching methods and approaches. However, the place of grammar in these methods has shifted throughout the centuries, from a central place in the grammar and translation approach to a more eclectic and integrated approach. In Portugal, it was harsh to overcome the weight of tradition and free the teaching of languages from traditional and old-fashioned approaches.<br />Our purpose is to thoroughly analyse the 1995 and 1996 syllabi, which were issued by the Ministry of Education and oriented the teaching of different subjects in Basic and Secondary Education, and compare them to the new Curricular Targets that saw the light between 2013 and 2015. Another stakeholder in this equation is the role of publishing houses, which put out coursebooks for schools. We intend to complement our work with the micro- and macroanalysis of a sample of English coursebooks, which will enable us to reach an overall perspective of the<br />Portuguese three-term equation.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37787050" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ca859e4244e8410245320574d47a275d" rel="nofollow" data-download="{"attachment_id":57784332,"asset_id":37787050,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57784332/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3117442" href="https://ipb-pt.academia.edu/Cl%C3%A1udiaMartins">Cláudia Martins</a><script data-card-contents-for-user="3117442" type="text/json">{"id":3117442,"first_name":"Cláudia","last_name":"Martins","domain_name":"ipb-pt","page_name":"CláudiaMartins","display_name":"Cláudia Martins","profile_url":"https://ipb-pt.academia.edu/Cl%C3%A1udiaMartins?f_ri=475458","photo":"https://0.academia-photos.com/3117442/1024102/1279911/s65_cl_udia.martins.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-37787050">+1</span><div class="hidden js-additional-users-37787050"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/Nazar%C3%A9Cardoso">Nazaré Cardoso</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-37787050'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-37787050').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_37787050 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37787050"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37787050, container: ".js-paper-rank-work_37787050", }); });</script></li><li class="js-percentile-work_37787050 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37787050; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37787050"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37787050 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37787050"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37787050; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37787050]").text(description); $(".js-view-count-work_37787050").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37787050").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37787050"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="116107" href="https://www.academia.edu/Documents/in/Course_design">Course design</a>, <script data-card-contents-for-ri="116107" type="text/json">{"id":116107,"name":"Course design","url":"https://www.academia.edu/Documents/in/Course_design?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37787050]'), work: {"id":37787050,"title":"The place of grammar in the teaching of English in Portugal","created_at":"2018-11-16T04:52:53.679-08:00","url":"https://www.academia.edu/37787050/The_place_of_grammar_in_the_teaching_of_English_in_Portugal?f_ri=475458","dom_id":"work_37787050","summary":"Grammar has always been present in different teaching methods and approaches. However, the place of grammar in these methods has shifted throughout the centuries, from a central place in the grammar and translation approach to a more eclectic and integrated approach. In Portugal, it was harsh to overcome the weight of tradition and free the teaching of languages from traditional and old-fashioned approaches.\nOur purpose is to thoroughly analyse the 1995 and 1996 syllabi, which were issued by the Ministry of Education and oriented the teaching of different subjects in Basic and Secondary Education, and compare them to the new Curricular Targets that saw the light between 2013 and 2015. Another stakeholder in this equation is the role of publishing houses, which put out coursebooks for schools. We intend to complement our work with the micro- and macroanalysis of a sample of English coursebooks, which will enable us to reach an overall perspective of the\nPortuguese three-term equation.","downloadable_attachments":[{"id":57784332,"asset_id":37787050,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3117442,"first_name":"Cláudia","last_name":"Martins","domain_name":"ipb-pt","page_name":"CláudiaMartins","display_name":"Cláudia Martins","profile_url":"https://ipb-pt.academia.edu/Cl%C3%A1udiaMartins?f_ri=475458","photo":"https://0.academia-photos.com/3117442/1024102/1279911/s65_cl_udia.martins.jpg"},{"id":27909376,"first_name":"Nazaré","last_name":"Cardoso","domain_name":"independent","page_name":"NazaréCardoso","display_name":"Nazaré Cardoso","profile_url":"https://independent.academia.edu/Nazar%C3%A9Cardoso?f_ri=475458","photo":"https://0.academia-photos.com/27909376/7916127/8868733/s65_nazar_.cardoso.jpg_oh_fd863c6021927843a84f63015196afc9_oe_55bb99cd___gda___1438073529_80d0edd710b3c4e35a0592efa4c9bb0d"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=475458","nofollow":false},{"id":116107,"name":"Course design","url":"https://www.academia.edu/Documents/in/Course_design?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8450358" data-work_id="8450358" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8450358/The_Use_of_Grammatical_Terminology_in_Foreign_Language_Classrooms_A_Qualitative_Study_of_Teacher_Cognition_and_Practice">The Use of Grammatical Terminology in Foreign Language Classrooms: A Qualitative Study of Teacher Cognition and Practice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8450358" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8450358" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b41cfffdf4ad11be49f505d6881b33c6" rel="nofollow" data-download="{"attachment_id":34838312,"asset_id":8450358,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34838312/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="519564" href="https://sbu-ir.academia.edu/MehrdadYousefpooriNaeim">Mehrdad Yousefpoori Naeim</a><script data-card-contents-for-user="519564" type="text/json">{"id":519564,"first_name":"Mehrdad","last_name":"Yousefpoori Naeim","domain_name":"sbu-ir","page_name":"MehrdadYousefpooriNaeim","display_name":"Mehrdad Yousefpoori Naeim","profile_url":"https://sbu-ir.academia.edu/MehrdadYousefpooriNaeim?f_ri=475458","photo":"https://0.academia-photos.com/519564/18193278/18175273/s65_mehrdad.yousefpoori_naeim.jpeg"}</script></span></span></li><li class="js-paper-rank-work_8450358 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8450358"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8450358, container: ".js-paper-rank-work_8450358", }); });</script></li><li class="js-percentile-work_8450358 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8450358; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8450358"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8450358 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8450358"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8450358; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8450358]").text(description); $(".js-view-count-work_8450358").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8450358").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8450358"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="88453" href="https://www.academia.edu/Documents/in/Metalanguage">Metalanguage</a>, <script data-card-contents-for-ri="88453" type="text/json">{"id":88453,"name":"Metalanguage","url":"https://www.academia.edu/Documents/in/Metalanguage?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a>, <script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="481768" href="https://www.academia.edu/Documents/in/Grammar_Teaching">Grammar Teaching</a><script data-card-contents-for-ri="481768" type="text/json">{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8450358]'), work: {"id":8450358,"title":"The Use of Grammatical Terminology in Foreign Language Classrooms: A Qualitative Study of Teacher Cognition and Practice","created_at":"2014-09-22T22:41:21.649-07:00","url":"https://www.academia.edu/8450358/The_Use_of_Grammatical_Terminology_in_Foreign_Language_Classrooms_A_Qualitative_Study_of_Teacher_Cognition_and_Practice?f_ri=475458","dom_id":"work_8450358","summary":"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.","downloadable_attachments":[{"id":34838312,"asset_id":8450358,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":519564,"first_name":"Mehrdad","last_name":"Yousefpoori Naeim","domain_name":"sbu-ir","page_name":"MehrdadYousefpooriNaeim","display_name":"Mehrdad Yousefpoori Naeim","profile_url":"https://sbu-ir.academia.edu/MehrdadYousefpooriNaeim?f_ri=475458","photo":"https://0.academia-photos.com/519564/18193278/18175273/s65_mehrdad.yousefpoori_naeim.jpeg"}],"research_interests":[{"id":88453,"name":"Metalanguage","url":"https://www.academia.edu/Documents/in/Metalanguage?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2400984" data-work_id="2400984" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2400984/Uczy%C4%87_aby_nauczy%C4%87_rola_j%C4%99zyka_ojczystego_w_gramatyce_pedagogicznej_i_implikacje_dla_dydaktyki_j%C4%99zyk%C3%B3w_obcych">Uczyć, aby nauczyć – rola języka ojczystego w gramatyce pedagogicznej i implikacje dla dydaktyki języków obcych</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">w społeczeństwie informacyjnym -nowe wyzwania dla dydaktyki języków obcych: 125-44. Lublin: Towarzystwo Naukowe KUL.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2400984" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c69561a88c8c1b554166135763cf0229" rel="nofollow" data-download="{"attachment_id":64725049,"asset_id":2400984,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64725049/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="22293" href="https://uw.academia.edu/paradowski">Michał B. Paradowski</a><script data-card-contents-for-user="22293" type="text/json">{"id":22293,"first_name":"Michał B.","last_name":"Paradowski","domain_name":"uw","page_name":"paradowski","display_name":"Michał B. Paradowski","profile_url":"https://uw.academia.edu/paradowski?f_ri=475458","photo":"https://0.academia-photos.com/22293/80627/44520766/s65_micha_b..paradowski.jpg"}</script></span></span></li><li class="js-paper-rank-work_2400984 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2400984"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2400984, container: ".js-paper-rank-work_2400984", }); });</script></li><li class="js-percentile-work_2400984 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2400984; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_2400984"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_2400984 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="2400984"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2400984; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2400984]").text(description); $(".js-view-count-work_2400984").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2400984").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2400984"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="9183" href="https://www.academia.edu/Documents/in/Comparative_Linguistics">Comparative Linguistics</a>, <script data-card-contents-for-ri="9183" type="text/json">{"id":9183,"name":"Comparative Linguistics","url":"https://www.academia.edu/Documents/in/Comparative_Linguistics?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="19833" href="https://www.academia.edu/Documents/in/Contrastive_Analysis">Contrastive Analysis</a>, <script data-card-contents-for-ri="19833" type="text/json">{"id":19833,"name":"Contrastive Analysis","url":"https://www.academia.edu/Documents/in/Contrastive_Analysis?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23026" href="https://www.academia.edu/Documents/in/Pedagogical_Grammar">Pedagogical Grammar</a>, <script data-card-contents-for-ri="23026" type="text/json">{"id":23026,"name":"Pedagogical Grammar","url":"https://www.academia.edu/Documents/in/Pedagogical_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="115224" href="https://www.academia.edu/Documents/in/Teaching_-Learning_Grammar">Teaching -Learning Grammar</a><script data-card-contents-for-ri="115224" type="text/json">{"id":115224,"name":"Teaching -Learning Grammar","url":"https://www.academia.edu/Documents/in/Teaching_-Learning_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2400984]'), work: {"id":2400984,"title":"Uczyć, aby nauczyć – rola języka ojczystego w gramatyce pedagogicznej i implikacje dla dydaktyki języków obcych","created_at":"2013-01-14T19:04:14.986-08:00","url":"https://www.academia.edu/2400984/Uczy%C4%87_aby_nauczy%C4%87_rola_j%C4%99zyka_ojczystego_w_gramatyce_pedagogicznej_i_implikacje_dla_dydaktyki_j%C4%99zyk%C3%B3w_obcych?f_ri=475458","dom_id":"work_2400984","summary":"w społeczeństwie informacyjnym -nowe wyzwania dla dydaktyki języków obcych: 125-44. Lublin: Towarzystwo Naukowe KUL.","downloadable_attachments":[{"id":64725049,"asset_id":2400984,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":22293,"first_name":"Michał B.","last_name":"Paradowski","domain_name":"uw","page_name":"paradowski","display_name":"Michał B. Paradowski","profile_url":"https://uw.academia.edu/paradowski?f_ri=475458","photo":"https://0.academia-photos.com/22293/80627/44520766/s65_micha_b..paradowski.jpg"}],"research_interests":[{"id":9183,"name":"Comparative Linguistics","url":"https://www.academia.edu/Documents/in/Comparative_Linguistics?f_ri=475458","nofollow":false},{"id":19833,"name":"Contrastive Analysis","url":"https://www.academia.edu/Documents/in/Contrastive_Analysis?f_ri=475458","nofollow":false},{"id":23026,"name":"Pedagogical Grammar","url":"https://www.academia.edu/Documents/in/Pedagogical_Grammar?f_ri=475458","nofollow":false},{"id":115224,"name":"Teaching -Learning Grammar","url":"https://www.academia.edu/Documents/in/Teaching_-Learning_Grammar?f_ri=475458","nofollow":false},{"id":177551,"name":"Linguistique Contrastive","url":"https://www.academia.edu/Documents/in/Linguistique_Contrastive?f_ri=475458"},{"id":198360,"name":"Pedagogical English Grammar","url":"https://www.academia.edu/Documents/in/Pedagogical_English_Grammar?f_ri=475458"},{"id":263632,"name":"Contrastive Linguistics","url":"https://www.academia.edu/Documents/in/Contrastive_Linguistics?f_ri=475458"},{"id":265531,"name":"Comperative and Contrastive Study of Languages","url":"https://www.academia.edu/Documents/in/Comperative_and_Contrastive_Study_of_Languages?f_ri=475458"},{"id":290624,"name":"Mother Tongue","url":"https://www.academia.edu/Documents/in/Mother_Tongue?f_ri=475458"},{"id":370550,"name":"English Syntax, Language Acquisition, Contrastive Grammar","url":"https://www.academia.edu/Documents/in/English_Syntax_Language_Acquisition_Contrastive_Grammar?f_ri=475458"},{"id":443302,"name":"Mother Tongue as a Resource for Other Language Learning","url":"https://www.academia.edu/Documents/in/Mother_Tongue_as_a_Resource_for_Other_Language_Learning?f_ri=475458"},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458"},{"id":535336,"name":"Contrastive Studies","url":"https://www.academia.edu/Documents/in/Contrastive_Studies?f_ri=475458"},{"id":598662,"name":"Pedagogical grammars","url":"https://www.academia.edu/Documents/in/Pedagogical_grammars?f_ri=475458"},{"id":670699,"name":"The Use of Mother Tongue in English Teaching","url":"https://www.academia.edu/Documents/in/The_Use_of_Mother_Tongue_in_English_Teaching?f_ri=475458"},{"id":812457,"name":"Inductive and Deductive Approachews in Teaching Grammar","url":"https://www.academia.edu/Documents/in/Inductive_and_Deductive_Approachews_in_Teaching_Grammar?f_ri=475458"},{"id":968738,"name":"Contrastive Linguisitcs","url":"https://www.academia.edu/Documents/in/Contrastive_Linguisitcs?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40046598" data-work_id="40046598" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40046598/A_CONSTRUCTING_AND_ANALYZING_MODEL_FOR_THE_TEACHING_OF_GRAMMAR">A CONSTRUCTING AND ANALYZING MODEL FOR THE TEACHING OF GRAMMAR</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40046598" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40046598" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="81fe0bc94cd8652d6a73ea15596b1c9d" rel="nofollow" data-download="{"attachment_id":60245618,"asset_id":40046598,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60245618/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="122007025" href="https://stainponorogo.academia.edu/AndiSusilo">Andi Susilo</a><script data-card-contents-for-user="122007025" type="text/json">{"id":122007025,"first_name":"Andi","last_name":"Susilo","domain_name":"stainponorogo","page_name":"AndiSusilo","display_name":"Andi Susilo","profile_url":"https://stainponorogo.academia.edu/AndiSusilo?f_ri=475458","photo":"https://0.academia-photos.com/122007025/30473164/35064808/s65_andi.susilo.jpeg"}</script></span></span></li><li class="js-paper-rank-work_40046598 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40046598"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40046598, container: ".js-paper-rank-work_40046598", }); });</script></li><li class="js-percentile-work_40046598 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40046598; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40046598"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40046598 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40046598"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40046598; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40046598]").text(description); $(".js-view-count-work_40046598").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40046598").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40046598"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="103348" href="https://www.academia.edu/Documents/in/Elt_Methodology">Elt Methodology</a>, <script data-card-contents-for-ri="103348" type="text/json">{"id":103348,"name":"Elt Methodology","url":"https://www.academia.edu/Documents/in/Elt_Methodology?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="126788" href="https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_">English Language Teaching (ELT)</a>, <script data-card-contents-for-ri="126788" type="text/json">{"id":126788,"name":"English Language Teaching (ELT)","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="302696" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_">Teaching English as a foreign language (TEFL)</a><script data-card-contents-for-ri="302696" type="text/json">{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40046598]'), work: {"id":40046598,"title":"A CONSTRUCTING AND ANALYZING MODEL FOR THE TEACHING OF GRAMMAR","created_at":"2019-08-09T07:48:45.398-07:00","url":"https://www.academia.edu/40046598/A_CONSTRUCTING_AND_ANALYZING_MODEL_FOR_THE_TEACHING_OF_GRAMMAR?f_ri=475458","dom_id":"work_40046598","summary":"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.","downloadable_attachments":[{"id":60245618,"asset_id":40046598,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":122007025,"first_name":"Andi","last_name":"Susilo","domain_name":"stainponorogo","page_name":"AndiSusilo","display_name":"Andi Susilo","profile_url":"https://stainponorogo.academia.edu/AndiSusilo?f_ri=475458","photo":"https://0.academia-photos.com/122007025/30473164/35064808/s65_andi.susilo.jpeg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=475458","nofollow":false},{"id":103348,"name":"Elt Methodology","url":"https://www.academia.edu/Documents/in/Elt_Methodology?f_ri=475458","nofollow":false},{"id":126788,"name":"English Language Teaching (ELT)","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_?f_ri=475458","nofollow":false},{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":530961,"name":"Integrated Skills Teaching","url":"https://www.academia.edu/Documents/in/Integrated_Skills_Teaching?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33524428" data-work_id="33524428" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33524428/Literature_Review_Example">Literature Review Example</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33524428" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33524428" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2b18092a3c2b662c3cf3818ed2c17354" rel="nofollow" data-download="{"attachment_id":53558796,"asset_id":33524428,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53558796/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="65624505" href="https://independent.academia.edu/CANDYMARCELADAVILAMONCADA">CANDY MARCELA DAVILA MONCADA</a><script data-card-contents-for-user="65624505" type="text/json">{"id":65624505,"first_name":"CANDY MARCELA","last_name":"DAVILA MONCADA","domain_name":"independent","page_name":"CANDYMARCELADAVILAMONCADA","display_name":"CANDY MARCELA DAVILA MONCADA","profile_url":"https://independent.academia.edu/CANDYMARCELADAVILAMONCADA?f_ri=475458","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_33524428 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33524428"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33524428, container: ".js-paper-rank-work_33524428", }); 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$(".js-view-count[data-work-id=33524428]").text(description); $(".js-view-count-work_33524428").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33524428").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33524428"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17282" href="https://www.academia.edu/Documents/in/English_Grammar">English Grammar</a>, <script data-card-contents-for-ri="17282" type="text/json">{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46596" href="https://www.academia.edu/Documents/in/English_language_teaching">English language teaching</a>, <script data-card-contents-for-ri="46596" type="text/json">{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a><script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33524428]'), work: {"id":33524428,"title":"Literature Review Example","created_at":"2017-06-17T09:17:16.477-07:00","url":"https://www.academia.edu/33524428/Literature_Review_Example?f_ri=475458","dom_id":"work_33524428","summary":"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.","downloadable_attachments":[{"id":53558796,"asset_id":33524428,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":65624505,"first_name":"CANDY MARCELA","last_name":"DAVILA MONCADA","domain_name":"independent","page_name":"CANDYMARCELADAVILAMONCADA","display_name":"CANDY MARCELA DAVILA MONCADA","profile_url":"https://independent.academia.edu/CANDYMARCELADAVILAMONCADA?f_ri=475458","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=475458","nofollow":false},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=475458","nofollow":false},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=475458","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13374333" data-work_id="13374333" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13374333/35_2005_Hay_que_ense%C3%B1ar_gram%C3%A1tica_a_los_estudiantes_de_una_lengua_extranjera">35 2005 ¿Hay que enseñar gramática a los estudiantes de una lengua extranjera?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Universidad Chang Jung, Taiwán <a href="mailto:maxcormor@yahoo.es" rel="nofollow">maxcormor@yahoo.es</a> Resumen Tradicionalmente, la gramática y su enseñanza / aprendizaje vienen ocupando un puesto de honor en las aulas de lengua extranjera. Este artículo tiene por objeto invitar a la... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13374333" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Universidad Chang Jung, Taiwán <a href="mailto:maxcormor@yahoo.es" rel="nofollow">maxcormor@yahoo.es</a> Resumen Tradicionalmente, la gramática y su enseñanza / aprendizaje vienen ocupando un puesto de honor en las aulas de lengua extranjera. Este artículo tiene por objeto invitar a la reflexión en torno a cuestiones como las siguientes: ¿tenemos que enseñar gramática a todos nuestros alumnos?, ¿por qué?, ¿para qué?, ¿cuándo?, ¿cómo? A nuestro juicio, existen tantas respuestas válidas como situaciones de enseñanza / aprendizaje distintas. Por ello, proponemos analizar las necesidades gramaticales concretas en cada situación: ¿Precisan nuestros alumnos un conocimiento declarativo o un conocimiento instrumental de la gramática? ¿o ambos?, ¿se puede aprender la gramática de la lengua extranjera sin estudiarla?, etc. Para numerosos alumnos, el objetivo primordial es aprender a usar la lengua extranjera como vehículo de comunicación. Con ese tipo de alumnado, ¿orientaremos el proceso de enseñanza hacia las normas gramaticales o hacia el uso de la gramática?</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13374333" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ee95ffe65d668197f79f05c66a665113" rel="nofollow" data-download="{"attachment_id":38027785,"asset_id":13374333,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38027785/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32585889" href="https://fujenu.academia.edu/MaxCort%C3%A9sMoreno">Max Cortés Moreno</a><script data-card-contents-for-user="32585889" type="text/json">{"id":32585889,"first_name":"Max","last_name":"Cortés Moreno","domain_name":"fujenu","page_name":"MaxCortésMoreno","display_name":"Max Cortés Moreno","profile_url":"https://fujenu.academia.edu/MaxCort%C3%A9sMoreno?f_ri=475458","photo":"https://0.academia-photos.com/32585889/9734900/10844022/s65_max.cort_s_moreno.jpg"}</script></span></span></li><li class="js-paper-rank-work_13374333 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13374333"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13374333, container: ".js-paper-rank-work_13374333", }); 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$(".js-view-count[data-work-id=13374333]").text(description); $(".js-view-count-work_13374333").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13374333").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13374333"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">28</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1752" href="https://www.academia.edu/Documents/in/Curriculum_Design">Curriculum Design</a>, <script data-card-contents-for-ri="1752" type="text/json">{"id":1752,"name":"Curriculum Design","url":"https://www.academia.edu/Documents/in/Curriculum_Design?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3668" href="https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement">Student Motivation And Engagement</a>, <script data-card-contents-for-ri="3668" type="text/json">{"id":3668,"name":"Student Motivation And Engagement","url":"https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="21475" href="https://www.academia.edu/Documents/in/Foreign_language_teaching_and_learning">Foreign language teaching and learning</a>, <script data-card-contents-for-ri="21475" type="text/json">{"id":21475,"name":"Foreign language teaching and learning","url":"https://www.academia.edu/Documents/in/Foreign_language_teaching_and_learning?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="36557" href="https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language">Teaching Spanish as a Foreign Language</a><script data-card-contents-for-ri="36557" type="text/json">{"id":36557,"name":"Teaching Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13374333]'), work: {"id":13374333,"title":"35 2005 ¿Hay que enseñar gramática a los estudiantes de una lengua extranjera?","created_at":"2015-06-28T03:39:44.866-07:00","url":"https://www.academia.edu/13374333/35_2005_Hay_que_ense%C3%B1ar_gram%C3%A1tica_a_los_estudiantes_de_una_lengua_extranjera?f_ri=475458","dom_id":"work_13374333","summary":"Universidad Chang Jung, Taiwán maxcormor@yahoo.es Resumen Tradicionalmente, la gramática y su enseñanza / aprendizaje vienen ocupando un puesto de honor en las aulas de lengua extranjera. Este artículo tiene por objeto invitar a la reflexión en torno a cuestiones como las siguientes: ¿tenemos que enseñar gramática a todos nuestros alumnos?, ¿por qué?, ¿para qué?, ¿cuándo?, ¿cómo? A nuestro juicio, existen tantas respuestas válidas como situaciones de enseñanza / aprendizaje distintas. Por ello, proponemos analizar las necesidades gramaticales concretas en cada situación: ¿Precisan nuestros alumnos un conocimiento declarativo o un conocimiento instrumental de la gramática? ¿o ambos?, ¿se puede aprender la gramática de la lengua extranjera sin estudiarla?, etc. Para numerosos alumnos, el objetivo primordial es aprender a usar la lengua extranjera como vehículo de comunicación. Con ese tipo de alumnado, ¿orientaremos el proceso de enseñanza hacia las normas gramaticales o hacia el uso de la gramática?","downloadable_attachments":[{"id":38027785,"asset_id":13374333,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32585889,"first_name":"Max","last_name":"Cortés Moreno","domain_name":"fujenu","page_name":"MaxCortésMoreno","display_name":"Max Cortés Moreno","profile_url":"https://fujenu.academia.edu/MaxCort%C3%A9sMoreno?f_ri=475458","photo":"https://0.academia-photos.com/32585889/9734900/10844022/s65_max.cort_s_moreno.jpg"}],"research_interests":[{"id":1752,"name":"Curriculum Design","url":"https://www.academia.edu/Documents/in/Curriculum_Design?f_ri=475458","nofollow":false},{"id":3668,"name":"Student Motivation And Engagement","url":"https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement?f_ri=475458","nofollow":false},{"id":21475,"name":"Foreign language teaching and learning","url":"https://www.academia.edu/Documents/in/Foreign_language_teaching_and_learning?f_ri=475458","nofollow":false},{"id":36557,"name":"Teaching Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language?f_ri=475458","nofollow":false},{"id":82916,"name":"Negative Transfer","url":"https://www.academia.edu/Documents/in/Negative_Transfer?f_ri=475458"},{"id":115224,"name":"Teaching -Learning Grammar","url":"https://www.academia.edu/Documents/in/Teaching_-Learning_Grammar?f_ri=475458"},{"id":205388,"name":"Materiales Para La Enseñanza Del Español Como Lengua Extranjera","url":"https://www.academia.edu/Documents/in/Materiales_Para_La_Ensenanza_Del_Espanol_Como_Lengua_Extranjera?f_ri=475458"},{"id":246000,"name":"Foreign Language Teaching Materials Design","url":"https://www.academia.edu/Documents/in/Foreign_Language_Teaching_Materials_Design?f_ri=475458"},{"id":279845,"name":"Diseño Curricular Universitario","url":"https://www.academia.edu/Documents/in/Diseno_Curricular_Universitario?f_ri=475458"},{"id":280938,"name":"Student Engagement and Motivation in Learning","url":"https://www.academia.edu/Documents/in/Student_Engagement_and_Motivation_in_Learning?f_ri=475458"},{"id":313984,"name":"Chinese students","url":"https://www.academia.edu/Documents/in/Chinese_students?f_ri=475458"},{"id":332393,"name":"teaching Chinese students","url":"https://www.academia.edu/Documents/in/teaching_Chinese_students?f_ri=475458"},{"id":368371,"name":"Didáctica del español como lengua extranjera","url":"https://www.academia.edu/Documents/in/Didactica_del_espanol_como_lengua_extranjera?f_ri=475458"},{"id":413530,"name":"The Role of Grammar and Error Correction in Teaching Languages to Young Learners","url":"https://www.academia.edu/Documents/in/The_Role_of_Grammar_and_Error_Correction_in_Teaching_Languages_to_Young_Learners?f_ri=475458"},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458"},{"id":532802,"name":"Motivación","url":"https://www.academia.edu/Documents/in/Motivaci%C3%B3n?f_ri=475458"},{"id":555640,"name":"DISEÑO CURRICULAR - PLANIFICACION ESTRATEGICA - MEJORAS DE LA CALIDAD EDUCATIVA","url":"https://www.academia.edu/Documents/in/DISENO_CURRICULAR_-_PLANIFICACION_ESTRATEGICA_-_MEJORAS_DE_LA_CALIDAD_EDUCATIVA?f_ri=475458"},{"id":910853,"name":"Taiwanese Students As a Foreign Language Learners","url":"https://www.academia.edu/Documents/in/Taiwanese_Students_As_a_Foreign_Language_Learners?f_ri=475458"},{"id":964881,"name":"Enseñanza De Lenguas Extranjeras","url":"https://www.academia.edu/Documents/in/Ensenanza_De_Lenguas_Extranjeras?f_ri=475458"},{"id":982830,"name":"Diseño Curricular","url":"https://www.academia.edu/Documents/in/Diseno_Curricular?f_ri=475458"},{"id":1279961,"name":"Enseñanza De La Gramática","url":"https://www.academia.edu/Documents/in/Ensenanza_De_La_Gramatica?f_ri=475458"},{"id":1363534,"name":"Materiales Para La Enseñanza Del Español Como Lengua Extranjera ELE Para Chinos","url":"https://www.academia.edu/Documents/in/Materiales_Para_La_Ensenanza_Del_Espanol_Como_Lengua_Extranjera_ELE_Para_Chinos?f_ri=475458"},{"id":1564328,"name":"Methodology in Teaching Languages","url":"https://www.academia.edu/Documents/in/Methodology_in_Teaching_Languages?f_ri=475458"},{"id":2262658,"name":"Estudiantes Chinos","url":"https://www.academia.edu/Documents/in/Estudiantes_Chinos?f_ri=475458"},{"id":2262659,"name":"Estudiantes Sinohablantes","url":"https://www.academia.edu/Documents/in/Estudiantes_Sinohablantes?f_ri=475458"},{"id":2270805,"name":"Transferencia gramatical","url":"https://www.academia.edu/Documents/in/Transferencia_gramatical?f_ri=475458"},{"id":2271852,"name":"Transferencia negativa","url":"https://www.academia.edu/Documents/in/Transferencia_negativa?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_74194183" data-work_id="74194183" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74194183/Lenseignement_Lapprentissage_de_la_Grammaire_dans_le_Manuel_Francofolie_1_%C3%A0_la_lumi%C3%A8re_de_la_Th%C3%A9orie_Cognitiviste">L'enseignement/L'apprentissage de la Grammaire dans le Manuel Francofolie 1 à la lumière de la Théorie Cognitiviste</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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 /... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74194183" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74194183" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7267e2980c7c0d4d4393b6258575578a" rel="nofollow" data-download="{"attachment_id":82430741,"asset_id":74194183,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82430741/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="139822403" href="https://independent.academia.edu/duygumavili">duygu mavili</a><script data-card-contents-for-user="139822403" type="text/json">{"id":139822403,"first_name":"duygu","last_name":"mavili","domain_name":"independent","page_name":"duygumavili","display_name":"duygu mavili","profile_url":"https://independent.academia.edu/duygumavili?f_ri=475458","photo":"https://0.academia-photos.com/139822403/40036000/83248945/s65_duygu.mavili.jpg"}</script></span></span></li><li class="js-paper-rank-work_74194183 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74194183"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74194183, container: ".js-paper-rank-work_74194183", }); });</script></li><li class="js-percentile-work_74194183 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74194183; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_74194183"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_74194183 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="74194183"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74194183; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74194183]").text(description); $(".js-view-count-work_74194183").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_74194183").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="74194183"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="21475" href="https://www.academia.edu/Documents/in/Foreign_language_teaching_and_learning">Foreign language teaching and learning</a>, <script data-card-contents-for-ri="21475" type="text/json">{"id":21475,"name":"Foreign language teaching and learning","url":"https://www.academia.edu/Documents/in/Foreign_language_teaching_and_learning?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="166148" href="https://www.academia.edu/Documents/in/Didactique_du_francais_langue_etrangere">Didactique du français langue étrangère</a>, <script data-card-contents-for-ri="166148" type="text/json">{"id":166148,"name":"Didactique du français langue étrangère","url":"https://www.academia.edu/Documents/in/Didactique_du_francais_langue_etrangere?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="224127" href="https://www.academia.edu/Documents/in/Enseignement_de_la_grammaire">Enseignement de la grammaire</a>, <script data-card-contents-for-ri="224127" type="text/json">{"id":224127,"name":"Enseignement de la grammaire","url":"https://www.academia.edu/Documents/in/Enseignement_de_la_grammaire?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="295307" href="https://www.academia.edu/Documents/in/Fran%C3%A7ais">Français</a><script data-card-contents-for-ri="295307" type="text/json">{"id":295307,"name":"Français","url":"https://www.academia.edu/Documents/in/Fran%C3%A7ais?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=74194183]'), work: {"id":74194183,"title":"L'enseignement/L'apprentissage de la Grammaire dans le Manuel Francofolie 1 à la lumière de la Théorie Cognitiviste","created_at":"2022-03-21T00:48:37.095-07:00","url":"https://www.academia.edu/74194183/Lenseignement_Lapprentissage_de_la_Grammaire_dans_le_Manuel_Francofolie_1_%C3%A0_la_lumi%C3%A8re_de_la_Th%C3%A9orie_Cognitiviste?f_ri=475458","dom_id":"work_74194183","summary":"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. 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Unos y otros se comparan aquí con los ejercicios que resultan más habituales en... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66546744" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66546744" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9e76f3aeb0d61d72486e48144d861965" rel="nofollow" data-download="{"attachment_id":77696003,"asset_id":66546744,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77696003/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2360241" href="https://uab.academia.edu/%C3%81ngelJGallego">Ángel J. Gallego</a><script data-card-contents-for-user="2360241" type="text/json">{"id":2360241,"first_name":"Ángel J.","last_name":"Gallego","domain_name":"uab","page_name":"ÁngelJGallego","display_name":"Ángel J. Gallego","profile_url":"https://uab.academia.edu/%C3%81ngelJGallego?f_ri=475458","photo":"https://0.academia-photos.com/2360241/743889/111305369/s65__ngel_j..gallego.jpg"}</script></span></span></li><li class="js-paper-rank-work_66546744 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66546744"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66546744, container: ".js-paper-rank-work_66546744", }); });</script></li><li class="js-percentile-work_66546744 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66546744; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_66546744"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_66546744 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="66546744"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66546744; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66546744]").text(description); $(".js-view-count-work_66546744").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66546744").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="66546744"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a>, <script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2582248" href="https://www.academia.edu/Documents/in/Ense%C3%B1anza_de_la_gram%C3%A1tica_espa%C3%B1ola">Enseñanza de la gramática española</a><script data-card-contents-for-ri="2582248" type="text/json">{"id":2582248,"name":"Enseñanza de la gramática española","url":"https://www.academia.edu/Documents/in/Ense%C3%B1anza_de_la_gram%C3%A1tica_espa%C3%B1ola?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66546744]'), work: {"id":66546744,"title":"La Aplicación De La Gramática en El Aula: Recursos Didácticos Clásicos y Modernos Para La Enseñanza De La Gramática","created_at":"2021-12-30T04:45:24.200-08:00","url":"https://www.academia.edu/66546744/La_Aplicaci%C3%B3n_De_La_Gram%C3%A1tica_en_El_Aula_Recursos_Did%C3%A1cticos_Cl%C3%A1sicos_y_Modernos_Para_La_Ense%C3%B1anza_De_La_Gram%C3%A1tica?f_ri=475458","dom_id":"work_66546744","summary":"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.","downloadable_attachments":[{"id":77696003,"asset_id":66546744,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2360241,"first_name":"Ángel J.","last_name":"Gallego","domain_name":"uab","page_name":"ÁngelJGallego","display_name":"Ángel J. Gallego","profile_url":"https://uab.academia.edu/%C3%81ngelJGallego?f_ri=475458","photo":"https://0.academia-photos.com/2360241/743889/111305369/s65__ngel_j..gallego.jpg"}],"research_interests":[{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":2582248,"name":"Enseñanza de la gramática española","url":"https://www.academia.edu/Documents/in/Ense%C3%B1anza_de_la_gram%C3%A1tica_espa%C3%B1ola?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_77147063" data-work_id="77147063" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/77147063/The_Use_of_Deductive_and_Inductive_Approaches_in_Teaching_Grammar_for_Afghan_University_Students_of_English_and_Literature_Studies">The Use of Deductive and Inductive Approaches in Teaching Grammar for Afghan University Students of English and Literature Studies</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77147063" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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 ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77147063" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d320044ef674b53722f15d867e82daa4" rel="nofollow" data-download="{"attachment_id":84594736,"asset_id":77147063,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84594736/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42583164" href="https://kandaharuniversity.academia.edu/RahmatullahKatawazai">Rahmatullah Katawazai</a><script data-card-contents-for-user="42583164" type="text/json">{"id":42583164,"first_name":"Rahmatullah","last_name":"Katawazai","domain_name":"kandaharuniversity","page_name":"RahmatullahKatawazai","display_name":"Rahmatullah Katawazai","profile_url":"https://kandaharuniversity.academia.edu/RahmatullahKatawazai?f_ri=475458","photo":"https://0.academia-photos.com/42583164/20376357/34591083/s65_rahmatullah.katawazai.jpeg"}</script></span></span></li><li class="js-paper-rank-work_77147063 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77147063"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77147063, container: ".js-paper-rank-work_77147063", }); });</script></li><li class="js-percentile-work_77147063 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77147063; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_77147063"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_77147063 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="77147063"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77147063; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77147063]").text(description); $(".js-view-count-work_77147063").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_77147063").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="77147063"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5357" href="https://www.academia.edu/Documents/in/Afghanistan">Afghanistan</a>, <script data-card-contents-for-ri="5357" type="text/json">{"id":5357,"name":"Afghanistan","url":"https://www.academia.edu/Documents/in/Afghanistan?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a>, <script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=77147063]'), work: {"id":77147063,"title":"The Use of Deductive and Inductive Approaches in Teaching Grammar for Afghan University Students of English and Literature Studies","created_at":"2022-04-21T00:10:24.085-07:00","url":"https://www.academia.edu/77147063/The_Use_of_Deductive_and_Inductive_Approaches_in_Teaching_Grammar_for_Afghan_University_Students_of_English_and_Literature_Studies?f_ri=475458","dom_id":"work_77147063","summary":"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 \u0026 Literature Faculties at a university in Afghanistan. The findings indicate that there is no significant ...","downloadable_attachments":[{"id":84594736,"asset_id":77147063,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":42583164,"first_name":"Rahmatullah","last_name":"Katawazai","domain_name":"kandaharuniversity","page_name":"RahmatullahKatawazai","display_name":"Rahmatullah Katawazai","profile_url":"https://kandaharuniversity.academia.edu/RahmatullahKatawazai?f_ri=475458","photo":"https://0.academia-photos.com/42583164/20376357/34591083/s65_rahmatullah.katawazai.jpeg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=475458","nofollow":false},{"id":5357,"name":"Afghanistan","url":"https://www.academia.edu/Documents/in/Afghanistan?f_ri=475458","nofollow":false},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false},{"id":3389248,"name":"Deductive Approach","url":"https://www.academia.edu/Documents/in/Deductive_Approach?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66196629 coauthored" data-work_id="66196629" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66196629/Of_the_teachers_by_the_teachers_for_the_teachers_The_7Cs_Framework_of_English_Grammar_for_Practical_Pedagogical_Purposes">Of the teachers, by the teachers, for the teachers - The 7Cs Framework of (English) Grammar for Practical, Pedagogical Purposes</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Despite the existence of a range of grammatical theories, few are designed for, nor are broadly well understood by, the language teaching field. The field itself, moreover, has adopted various approaches to teaching grammar as well as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66196629" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Despite the existence of a range of grammatical theories, few are designed for, nor are broadly well understood by, the language teaching field. The field itself, moreover, has adopted various approaches to teaching grammar as well as variant terminologies both for grammatical notions (such as subject or agent) and for certain grammatical constructions (such as phrasal verb or compound noun). While recognising the value of this diversity, we propose a seven-point framework for teaching grammar, named the 7Cs. The 7Cs consists of categories, combinations, components, concepts, correlations, connections and contexts. Between them, these 7Cs cover all pedagogically relevant aspects of the grammar from formal considerations through to pragmatic and contextual issues. In addition to offering a standardised terminology and annotational techniques, the 7Cs framework offers sufficient capacity to capture the complexities of various structures. The framework is presented with pedagogical rationales after which it is exemplified in application to the passive voice.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66196629" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="501986" href="https://leeds.academia.edu/MiladaWalkova">Milada Walkova</a><script data-card-contents-for-user="501986" type="text/json">{"id":501986,"first_name":"Milada","last_name":"Walkova","domain_name":"leeds","page_name":"MiladaWalkova","display_name":"Milada Walkova","profile_url":"https://leeds.academia.edu/MiladaWalkova?f_ri=475458","photo":"https://0.academia-photos.com/501986/655858/42824409/s65_milada.walkova.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-66196629">+1</span><div class="hidden js-additional-users-66196629"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://leeds.academia.edu/DKirkham">Deak Kirkham</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-66196629'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-66196629').html(); 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The field itself, moreover, has adopted various approaches to teaching grammar as well as variant terminologies both for grammatical notions (such as subject or agent) and for certain grammatical constructions (such as phrasal verb or compound noun). While recognising the value of this diversity, we propose a seven-point framework for teaching grammar, named the 7Cs. The 7Cs consists of categories, combinations, components, concepts, correlations, connections and contexts. Between them, these 7Cs cover all pedagogically relevant aspects of the grammar from formal considerations through to pragmatic and contextual issues. In addition to offering a standardised terminology and annotational techniques, the 7Cs framework offers sufficient capacity to capture the complexities of various structures. The framework is presented with pedagogical rationales after which it is exemplified in application to the passive voice.","downloadable_attachments":[],"ordered_authors":[{"id":501986,"first_name":"Milada","last_name":"Walkova","domain_name":"leeds","page_name":"MiladaWalkova","display_name":"Milada Walkova","profile_url":"https://leeds.academia.edu/MiladaWalkova?f_ri=475458","photo":"https://0.academia-photos.com/501986/655858/42824409/s65_milada.walkova.png"},{"id":19420874,"first_name":"Deak","last_name":"Kirkham","domain_name":"leeds","page_name":"DKirkham","display_name":"Deak Kirkham","profile_url":"https://leeds.academia.edu/DKirkham?f_ri=475458","photo":"https://0.academia-photos.com/19420874/5410276/6172755/s65_deak.kirkham.jpg"}],"research_interests":[{"id":23026,"name":"Pedagogical Grammar","url":"https://www.academia.edu/Documents/in/Pedagogical_Grammar?f_ri=475458","nofollow":false},{"id":30783,"name":"Grammatical Categories and Cognition","url":"https://www.academia.edu/Documents/in/Grammatical_Categories_and_Cognition?f_ri=475458","nofollow":false},{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar?f_ri=475458","nofollow":false},{"id":198360,"name":"Pedagogical English Grammar","url":"https://www.academia.edu/Documents/in/Pedagogical_English_Grammar?f_ri=475458","nofollow":false},{"id":419600,"name":"Passive voice","url":"https://www.academia.edu/Documents/in/Passive_voice?f_ri=475458"},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458"},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=475458"},{"id":540373,"name":"L2 Grammar Pedagogy","url":"https://www.academia.edu/Documents/in/L2_Grammar_Pedagogy?f_ri=475458"},{"id":589653,"name":"Learning Grammar","url":"https://www.academia.edu/Documents/in/Learning_Grammar?f_ri=475458"},{"id":598662,"name":"Pedagogical grammars","url":"https://www.academia.edu/Documents/in/Pedagogical_grammars?f_ri=475458"},{"id":616686,"name":"Grammatical Theory","url":"https://www.academia.edu/Documents/in/Grammatical_Theory?f_ri=475458"},{"id":635744,"name":"Passive Constructions","url":"https://www.academia.edu/Documents/in/Passive_Constructions?f_ri=475458"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36055415" data-work_id="36055415" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36055415/English_Grammar_1">English Grammar 1</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">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... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36055415" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">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.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36055415" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="04e65316c87c8e616ba99884fedd2c91" rel="nofollow" data-download="{"attachment_id":55940991,"asset_id":36055415,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55940991/download_file?st=MTczNDQ5NjQzOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14713614" href="https://unram-ac.academia.edu/IMadeSujana">I Made Sujana</a><script data-card-contents-for-user="14713614" type="text/json">{"id":14713614,"first_name":"I Made","last_name":"Sujana","domain_name":"unram-ac","page_name":"IMadeSujana","display_name":"I Made Sujana","profile_url":"https://unram-ac.academia.edu/IMadeSujana?f_ri=475458","photo":"https://0.academia-photos.com/14713614/16164908/16604139/s65_i.sujana.jpeg"}</script></span></span></li><li class="js-paper-rank-work_36055415 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36055415"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36055415, container: ".js-paper-rank-work_36055415", }); 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$(".js-view-count[data-work-id=36055415]").text(description); $(".js-view-count-work_36055415").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36055415").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36055415"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1005" href="https://www.academia.edu/Documents/in/English_for_Specific_Purposes">English for Specific Purposes</a>, <script data-card-contents-for-ri="1005" type="text/json">{"id":1005,"name":"English for Specific Purposes","url":"https://www.academia.edu/Documents/in/English_for_Specific_Purposes?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=475458","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="475458" href="https://www.academia.edu/Documents/in/Teaching_Grammar">Teaching Grammar</a><script data-card-contents-for-ri="475458" type="text/json">{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36055415]'), work: {"id":36055415,"title":"English Grammar 1","created_at":"2018-03-01T16:45:41.358-08:00","url":"https://www.academia.edu/36055415/English_Grammar_1?f_ri=475458","dom_id":"work_36055415","summary":"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 \u0026 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.","downloadable_attachments":[{"id":55940991,"asset_id":36055415,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14713614,"first_name":"I Made","last_name":"Sujana","domain_name":"unram-ac","page_name":"IMadeSujana","display_name":"I Made Sujana","profile_url":"https://unram-ac.academia.edu/IMadeSujana?f_ri=475458","photo":"https://0.academia-photos.com/14713614/16164908/16604139/s65_i.sujana.jpeg"}],"research_interests":[{"id":1005,"name":"English for Specific Purposes","url":"https://www.academia.edu/Documents/in/English_for_Specific_Purposes?f_ri=475458","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=475458","nofollow":false},{"id":475458,"name":"Teaching Grammar","url":"https://www.academia.edu/Documents/in/Teaching_Grammar?f_ri=475458","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31014759" data-work_id="31014759" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31014759/Teaching_Grammar_Why_What_and_How_Current_Issues_and_Recent_Developments">Teaching Grammar: Why, What and How? Current Issues and Recent Developments</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31014759" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7393111" href="https://ied.academia.edu/PramodSah">Pramod K . Sah</a><script data-card-contents-for-user="7393111" type="text/json">{"id":7393111,"first_name":"Pramod","last_name":"Sah","domain_name":"ied","page_name":"PramodSah","display_name":"Pramod K . 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