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It uses Google, JSTOR, and EBSCO databases in finding relevant studies using the key words, “grammar”, “writing,” and “teaching.” Selected studies employed different cohorts, from grade school to post-graduate students and included native and/or non-native English speakers. Findings showed that teaching grammar can positively affect writing, but the effects are mediated by grammar teaching approaches and the knowledge and ability of teachers in using creative and contextual grammar teaching approaches. In addition, grammar has the roles of offering the basic structure for writing, deepening critical thinking, and linking language to meaning-making. Furthermore, some effective approaches to teaching grammar are those that respond to both form and meaning and that follow process-based methods that are aligned with learners’ language knowledge and skills and communication needs and purposes. The paper concludes that teaching grammar can only improve students’ writing abilities if it allows them to write critically and contextually. Grammar approaches and methods that work are reflective of students’ needs to express themselves in empowering and liberating
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Huddleston states that it is important to distinguish two levels at which our grammatical categories need to be defined. They are: the language particular level and the general level. Both of them help to learn a language and distinguish the difference either between various parts of speech or languages.
Abstract This paper aims to shed light to the question of whether or not online courses for Teaching English Grammar have an effect on students' learning process at the University of Dammam. Using as methods both qualitative and quantitative research, this study is another step for understanding the impact of online learning, compared with more traditional courses.
Name Course Instructor’s Name Date The Self-Reflective Essay There were preconceived notions at the start of the writing class that this would be a challenging course for me. I was inclined to believe that there are people who have innate writing skills and I could not possibly belong to that group.
Learning therefore must be done through a person’s life it is not limited inside the classroom and after graduating from college. Everyone learns different forms of lessons everyday as he or she experiences various scenarios in his life and explores the surroundings.
Until this class I had not appreciated the various forms of writing style and as such did not master grammar usage. Because my work is somewhat reactionary, writing was always a prerequisite to all of my course work and I always lost points for using improper grammar.
I know that I am not perfect, but I feel that I am able to arrange my ideas better and write better school-style essays, especially, thanks to the course. I also think that I have gone some distance to finding a voice as a student writer in this manner.
son for learning English as a foreign or second language is to be able to communicate in English and therefore grammar is a prerequisite for doing so. Communicative language teaching (CLT) has been exulted by western educationalists as the best means of learning English
Today more than ever before, the view held by students regarding grammar is decidedly negative for two main reasons.
The first reason students today have a negative attitude towards grammar is that it appears to be antiquated.
It has been noticed that the decline of grammar within schools was related to the same decline in English universities, where there was practically no authentic study or training on grammar. On the other hand, the expansion of
The problem of illiteracy among the immigrants is also a part of Germany’s concern with regard to immigrants (Klingholz, 2010). He brought out in the article that Germany’s labor market does not permit immigration rate
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