INVESTIGATING GRAMMAR LEARNING STRATEGIES EMPLOYED BY FRESHMEN AT UNIVERSITY OF DARUSSALAM GONTOR (original) (raw)
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This paper aims at identifying the strategies employed by Foreign Language learners in Turkey in learning English grammar. To do this a Grammar Learning Strategy Questionnaire was administered to subjects at a preparatory school at the university level. It can be stated that this study has proven very successful in the identification of many students' beliefs about grammar learning in a foreign language (FL) class. Some of the results reported here may surprise FL teachers, but it is clear that most of them will confirm their experiences and ideas in teaching grammar. Students expressed that they subconsciously used the cognitive strategies. However, it is clear that they also need to use the socio-affective strategies to learn grammar efficiently. That is why, teachers need to build some strategic techniques so that the students can have a better learning environment. This study will contribute to FL teachers by bringing some insights about learner strategies in Grammar and it is believed that under the light of the findings FL teachers will improve and adopt new tactics for the teaching of grammar.
The Impact of Different Teaching Strategies on Teaching Grammar to College Students
The Impact of Different Teaching Strategies on Teaching Grammar to College Students, 2018
Grammar is considered critical to the ability to use language. Grammar teaching is an issue that provokes strong feelings and attitudes. Grammar teaching is particularly prominent in English as a foreign language (EFL) settings as it is perceived that without a good grammar knowledge, language development will be seriously inhibited. In the current study, we used three grammar instruction techniques including "the Deductive Technique", "the Inductive Technique", and "the Implicit Technique". 80 college students, studying different fields in Abbar, Zanjan, participated in the study. They were assigned to three experimental groups for each of the three teaching techniques. The Deductive group consisted of 31 law students, both boys and girls, the Inductive group comprised 27 boy and girl accounting students, and there were 28 IT students in the Implicit group. The results of data analysis indicated that these groups performed differentially in certain respect. Meanwhile, the Inductive group exceeded the other groups in their performance.
Wiralodra English Journal, 2024
The current study looked into the grammar learning techniques (GLS) employed by SMK Negeri 6 Palembang students. In particular, it looked at the mean variations in the GLS dependent on the students' competence levels. The data was gathered through a survey-based quantitative research design. Undergraduate grammar course students at SMK Negeri 6 Palembang were randomly given a set of surveys via Google Forms. Forty students answered the questionnaire, making them research participants. To evaluate the data, both descriptive and inferential analysis were performed. The results showed that the most frequently employed cognitive, metacognitive, affective, and social strategies were, in that order, taking notes while listening to their teacher's explanations, figuring out why they made mistakes, pushing themselves to practice grammar, and asking friends for assistance. It was discovered that students most frequently employed social strategy. The study also showed that more high proficient students than low proficient students employed all strategies. For future research, teachers might adapt their teaching strategy to align with students' grammar learning strategies by using the research findings. Less skilled students can also pick up the strategy employed by the more skilled students, allowing them to gain from using the strategies in their own learning grammar.
Journal of Language and Linguistic …, 2005
This study attempts to investigate the ways in which some language learners make conscious efforts to learn English grammar more efficiently, which strategies they use in language learning, whether a particular learning strategies favors certain strategies or not, if it does, what those strategies are and relationships between strategy use and learner achievement in grammar learning. The use of grammar learning strategies of the students in prep school at the University of Gaziantep was investigated in this study. The relationship between students' choice of learning strategies in grammar and foreign language achievement was investigated. To sum up, do the use of grammar learning strategies have a positive effect on the student achievement? By knowing this, we can help the students and improve their learning habits.
The Strategies Used By English Language Learners To Learn Grammar
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This study sought to identify the various types of learning techniques used by Muhammadiyah Sidenreng Rappang University students enrolled in the English education study program. Seventy-five first-semester students who were enrolled in a basic English grammar course served as the study's subjects. Data collection and analysis were conducted using descriptive quantitative. The study's findings indicated that metacognition (20, 93%), cognitive (18, 49%), social (17, 83%), affective (16, 48%), memory (15, 97%), and compensatory (10, 25%) were the learning strategies that students used the least when studying grammar. Additionally, the ability to focus on a specific grammar pattern, attempt to grasp it, and make connections to previously learned material is another reason why students frequently employ metacognitive strategies when studying grammar. As a result, it is recommended that teachers should be aware of the various learning strategies and then assist the students as th...
The 33rd Thailand TESOL International Conference Proceedings 2013, 2013
The three purposes of this paper are: (1) to explore the English Grammar Learning Strategies (EGLS) employed by Cambodian EFL students, (2) to find out the differences of EGLS use between low proficiency and high-proficiency students, and (3) to examine the possible relationship between EGLS use and English grammar proficiency. The quantitative data were collected from English major students (n=242) using an English grammar test and a five-point Likert scale questionnaire. In addition to descriptive statistical analysis, independent sample t-tests and Pearson correlation coefficients were performed at the .05 level of significance to answer the research questions. The qualitative data were collected from six low-proficiency and six high-proficiency students through semi-structured interviews and were analyzed by qualitative coding procedures. The findings demonstrated that Cambodian EFL students used overall EGLS at a high level. Affective strategies were used most frequently, while cognitive strategies were used least frequently. English grammar proficiency did not have a significant effect on the overall use of EGLS. Also, this study showed that overall EGLS usage between low-proficiency and high-proficiency students did not correlate with each other. Likewise, the qualitative results revealed that there were similarities between the former and the latter group in their use of EGLS.
Grammar is considered critical to the ability to use language. Grammar teaching is an issue that provokes strong feelings and attitudes. Grammar teaching is particularly prominent in English as a foreign language (EFL) settings as it is perceived that without a good grammar knowledge, language development will be seriously inhibited. In the current study, we used three grammar instruction techniques including " the Deductive Technique " , " the Inductive Technique " , and " the Implicit Technique ". 80 college students, studying different fields in Abbar, Zanjan, participated in the study. They were assigned to three experimental groups for each of the three teaching techniques. The Deductive group consisted of 31 law students, both boys and girls, the Inductive group comprised 27 boy and girl accounting students, and there were 28 IT students in the Implicit group. The results of data analysis indicated that these groups performed differentially in certain respect. Meanwhile, the Inductive group exceeded the other groups in their performance.
A RESEARCH ON TEACHING METHODS OF GRAMMAR
ABSTRACT Teaching grammar is a serious issue because it is the web of a language which should be clearly known by the user. At every level of education we see students struggling with grammar. A class room comprises of verity students with different absorbing capabilities. So it depends on a teacher to select the right method and teach the topic to everyone. This research focuses on these methods of teaching grammar, its advantages and disadvantages. It also presents a method to be used according to the class average level. This research is conducted on a mixed group of students to find out which method may be preferable for Vth – IXth level. Two groups of equal students will have to give a pretest, then using different