In China,English teachers usually take a three-step approach to grammar teaching,namely,the presentation—practice—production principle(3P Principle).This method consists of both“morphology”and“syntax.”It adopts ...In China,English teachers usually take a three-step approach to grammar teaching,namely,the presentation—practice—production principle(3P Principle).This method consists of both“morphology”and“syntax.”It adopts the traditional mode of grammar teaching,including knowledge presentation,grammar exercises,and grammatical competence production,which will inevitably lead to time consumption and low efficiency in grammar learning.This study is about cultivating English majors'grammatical competence through the theoretical mode of grammar teaching.The research results show that the theoretical mode of grammar teaching helps cultivate learners'grammatical competence.展开更多
Grammar teaching is the main content of university English teaching,and the quality of teaching will affect the effect of university talent cultivation.Based on the perspective of applied linguistics,it is crucial to ...Grammar teaching is the main content of university English teaching,and the quality of teaching will affect the effect of university talent cultivation.Based on the perspective of applied linguistics,it is crucial to use cultural introduction teaching for English grammar teaching.This paper will combine the basic concepts of applied linguistics and cultural introduction teaching,analyze the role of using the cultural introduction teaching method to innovate grammar teaching mode under the perspective of applied linguistics,and put forward a scientific English grammar teaching strategy with the goal of improving teaching quality.展开更多
In middleschool English teaching,grammar instruction has always been an important and challenging aspect.Due to the strong influence of grammar explanation in Chinese,learning English grammar may be affected by negati...In middleschool English teaching,grammar instruction has always been an important and challenging aspect.Due to the strong influence of grammar explanation in Chinese,learning English grammar may be affected by negative transfer from their native language,which could pose certain obstacles to English acquisition.Self-efficacy,as a major emotional factor influencing learners'internal regulation strategies,has attracted wide attention from researchers both domestically and internationally for its impact on learning performance.High self-efficacy helps learners develop a more positive mindset towards learning,thereby contributing to improved learning performance.Therefore,this study focuses on investigating the relationship between grammatical self-efficacy and learning performance of English grammar among middle school students.This research contributes to a complementary understanding of grammatical self-efficacy among educators,enhancing their teaching skills,and effectively guiding students to learn English grammar with a more positive and healthy mindset,presenting a future grammar instruction in middle school English teaching.展开更多
Learning programming and using programming languages are the essential aspects of computer science education.Students use programming languages to write their programs.These computer programs(students or practitioners...Learning programming and using programming languages are the essential aspects of computer science education.Students use programming languages to write their programs.These computer programs(students or practitioners written)make computers artificially intelligent and perform the tasks needed by the users.Without these programs,the computer may be visioned as a pointless machine.As the premise of writing programs is situated with specific programming languages,enormous efforts have been made to develop and create programming languages.However,each program-ming language is domain-specific and has its nuances,syntax and seman-tics,with specific pros and cons.These language-specific details,including syntax and semantics,are significant hurdles for novice programmers.Also,the instructors of introductory programming courses find these language specificities as the biggest hurdle in students learning,where more focus is on syntax than logic development and actual implementation of the program.Considering the conceptual difficulty of programming languages and novice students’struggles with the language syntax,this paper describes the design and development of a Context-Free Grammar(CFG)of a programming language for the novice,newcomers and students who do not have computer science as their major.Due to its syntax proximity to daily conversations,this paper hypothesizes that this language will be easy to use and understand by novice programmers.This paper systematically designed the language by identifying themes from various existing programming languages(e.g.,C,Python).Additionally,this paper surveyed computer science experts from industry and academia,where experts self-reported their satisfaction with the newly designed language.The results indicate that 93%of the experts reported satisfaction with the NewBee for novice,newcomer and non-Computer Sci-ence(CS)major students.展开更多
This thesis took students from Grade one of Xuancheng No.3 Middle High School as the research objects,mainly employing the classroom observation,the questionnaire,and test to investigate the effect of problem-based le...This thesis took students from Grade one of Xuancheng No.3 Middle High School as the research objects,mainly employing the classroom observation,the questionnaire,and test to investigate the effect of problem-based learning method in English grammar teaching.The findings are as follows:(a)the scores of students in the experimental class obviously improved;and(b)compared with the traditional teaching method,the application of problem-based learning method in grammar teaching can stimulate students’interest in learning.To sum up,this method can improve students’English competence and learning interest significantly,which suggests it can be applied in grammar teaching.展开更多
Cognitive grammar,as a linguistic theory that attaches importance to the relationship between language and thinking,provides us with a more comprehensive way to understand the structure,semantics and cognitive process...Cognitive grammar,as a linguistic theory that attaches importance to the relationship between language and thinking,provides us with a more comprehensive way to understand the structure,semantics and cognitive processing of noun predicate sentences.Therefore,under the framework of cognitive grammar,this paper tries to analyze the semantic connection and cognitive process in noun predicate sentences from the semantic perspective and the method of example theory,and discusses the motivation of the formation of this construction,so as to provide references for in-depth analysis of the cognitive laws behind noun predicate sentences.展开更多
Among the different parts of speech in each language,verbs are usually the most complicated and difficult to understand and master.This paper attempts to classify and analyze English verbs from a semantic perspective,...Among the different parts of speech in each language,verbs are usually the most complicated and difficult to understand and master.This paper attempts to classify and analyze English verbs from a semantic perspective,esp.to have a semantic analysis of the grammatical concept of the progressive aspect of English verbs,so as to raise students’awareness of the relationship between semantics and grammar,and thus to help students have a deeper understanding and mastery of the grammatical rules in future English teaching.展开更多
This study had the purpose of testingtwo methods for teaching grammar in Englishasa Foreign Language(EFL)class:the deductive and inductive approaches in terms of effectiveness and rapport.This research was conducted i...This study had the purpose of testingtwo methods for teaching grammar in Englishasa Foreign Language(EFL)class:the deductive and inductive approaches in terms of effectiveness and rapport.This research was conducted in a public high school in Ecuador.Seventy students enrolled in the second year of senior high school participated.One in-service teacher taught the EFL classes during the process of intervention(10 weeks),and two EFL teachers observed all of these classes and recorded the information by filling in observation sheets.The students were administered grammar pretests and post-tests in order to assess their grammar knowledge.The results of the tests showed a significant difference in the scores in favor of the inductive approach.After the statistical analysis of the data obtained from the tests and observation sheets,we concluded that the inductive approach is more effective for teaching grammar in the EFL classroom in terms of instruction and rapport.展开更多
基金funded by the 2022 Hunan Vocational Education Teaching Reform Research Project“Research on the Cultivation of Critical Thinking Ability for Business English Majors in Vocational Colleges Under the Concept of Curriculum Ideology and Politics (Project approval No.:ZJGB2022058)”the 2022 General Funded Project of Hunan Social Science Achievement Review Committee“Research on the Development and Diagnostic Evaluation of Critical Thinking Ability Scale for English Learners based on CSE (Project approval No.:XSP22YBZ086).”。
文摘In China,English teachers usually take a three-step approach to grammar teaching,namely,the presentation—practice—production principle(3P Principle).This method consists of both“morphology”and“syntax.”It adopts the traditional mode of grammar teaching,including knowledge presentation,grammar exercises,and grammatical competence production,which will inevitably lead to time consumption and low efficiency in grammar learning.This study is about cultivating English majors'grammatical competence through the theoretical mode of grammar teaching.The research results show that the theoretical mode of grammar teaching helps cultivate learners'grammatical competence.
文摘Grammar teaching is the main content of university English teaching,and the quality of teaching will affect the effect of university talent cultivation.Based on the perspective of applied linguistics,it is crucial to use cultural introduction teaching for English grammar teaching.This paper will combine the basic concepts of applied linguistics and cultural introduction teaching,analyze the role of using the cultural introduction teaching method to innovate grammar teaching mode under the perspective of applied linguistics,and put forward a scientific English grammar teaching strategy with the goal of improving teaching quality.
文摘In middleschool English teaching,grammar instruction has always been an important and challenging aspect.Due to the strong influence of grammar explanation in Chinese,learning English grammar may be affected by negative transfer from their native language,which could pose certain obstacles to English acquisition.Self-efficacy,as a major emotional factor influencing learners'internal regulation strategies,has attracted wide attention from researchers both domestically and internationally for its impact on learning performance.High self-efficacy helps learners develop a more positive mindset towards learning,thereby contributing to improved learning performance.Therefore,this study focuses on investigating the relationship between grammatical self-efficacy and learning performance of English grammar among middle school students.This research contributes to a complementary understanding of grammatical self-efficacy among educators,enhancing their teaching skills,and effectively guiding students to learn English grammar with a more positive and healthy mindset,presenting a future grammar instruction in middle school English teaching.
基金supported by the startup fund provided to Dr.Saira Anwar by Texas A&M University,College Station,USA.Any opinions,findings,conclusion,or recommendations expressed in this material do not necessarily reflect those of Texas A&M University。
文摘Learning programming and using programming languages are the essential aspects of computer science education.Students use programming languages to write their programs.These computer programs(students or practitioners written)make computers artificially intelligent and perform the tasks needed by the users.Without these programs,the computer may be visioned as a pointless machine.As the premise of writing programs is situated with specific programming languages,enormous efforts have been made to develop and create programming languages.However,each program-ming language is domain-specific and has its nuances,syntax and seman-tics,with specific pros and cons.These language-specific details,including syntax and semantics,are significant hurdles for novice programmers.Also,the instructors of introductory programming courses find these language specificities as the biggest hurdle in students learning,where more focus is on syntax than logic development and actual implementation of the program.Considering the conceptual difficulty of programming languages and novice students’struggles with the language syntax,this paper describes the design and development of a Context-Free Grammar(CFG)of a programming language for the novice,newcomers and students who do not have computer science as their major.Due to its syntax proximity to daily conversations,this paper hypothesizes that this language will be easy to use and understand by novice programmers.This paper systematically designed the language by identifying themes from various existing programming languages(e.g.,C,Python).Additionally,this paper surveyed computer science experts from industry and academia,where experts self-reported their satisfaction with the newly designed language.The results indicate that 93%of the experts reported satisfaction with the NewBee for novice,newcomer and non-Computer Sci-ence(CS)major students.
文摘This thesis took students from Grade one of Xuancheng No.3 Middle High School as the research objects,mainly employing the classroom observation,the questionnaire,and test to investigate the effect of problem-based learning method in English grammar teaching.The findings are as follows:(a)the scores of students in the experimental class obviously improved;and(b)compared with the traditional teaching method,the application of problem-based learning method in grammar teaching can stimulate students’interest in learning.To sum up,this method can improve students’English competence and learning interest significantly,which suggests it can be applied in grammar teaching.
文摘Cognitive grammar,as a linguistic theory that attaches importance to the relationship between language and thinking,provides us with a more comprehensive way to understand the structure,semantics and cognitive processing of noun predicate sentences.Therefore,under the framework of cognitive grammar,this paper tries to analyze the semantic connection and cognitive process in noun predicate sentences from the semantic perspective and the method of example theory,and discusses the motivation of the formation of this construction,so as to provide references for in-depth analysis of the cognitive laws behind noun predicate sentences.
文摘Among the different parts of speech in each language,verbs are usually the most complicated and difficult to understand and master.This paper attempts to classify and analyze English verbs from a semantic perspective,esp.to have a semantic analysis of the grammatical concept of the progressive aspect of English verbs,so as to raise students’awareness of the relationship between semantics and grammar,and thus to help students have a deeper understanding and mastery of the grammatical rules in future English teaching.
文摘This study had the purpose of testingtwo methods for teaching grammar in Englishasa Foreign Language(EFL)class:the deductive and inductive approaches in terms of effectiveness and rapport.This research was conducted in a public high school in Ecuador.Seventy students enrolled in the second year of senior high school participated.One in-service teacher taught the EFL classes during the process of intervention(10 weeks),and two EFL teachers observed all of these classes and recorded the information by filling in observation sheets.The students were administered grammar pretests and post-tests in order to assess their grammar knowledge.The results of the tests showed a significant difference in the scores in favor of the inductive approach.After the statistical analysis of the data obtained from the tests and observation sheets,we concluded that the inductive approach is more effective for teaching grammar in the EFL classroom in terms of instruction and rapport.
