Grammar plays an important role in language and communicative competence. There are different types of grammar including prescriptive, traditional, structural, and grammatical competence. Teaching grammar explicitly can help internalize rules unconsciously, but metalinguistic knowledge may be too complex for young learners. Grammar is best taught in context through an inductive approach to allow students to discover rules themselves, though deductive instruction has its place. Corrective feedback should be given appropriately to help students self-correct without overdependence on teachers. Overall, grammar is best integrated into language courses rather than taught separately to help students apply rules communicatively.
On English Vocabulary Teaching Methods in Chinese Senior High Schoolsinventionjournals
This paper discussed the problems of vocabulary teaching in Chinese senior high schools based on the present situation of English teaching in China. By surveying and analyzing the main factors that affect English vocabulary teaching in Chinese senior high schools, the author proposed possible vocabulary teaching methods, and finally brought up some solutions so as to improve the relevant English teaching.
approaches and methods in English Language Teaching E.L.TPrakash S. Chauhan
In this slide you will learn about the approaches and methods of English language. this slide will help you learn about the Grammar Translation method, Direct method, Structural approach and Functional approach as well.
THIS SLIDE WILL HELPFUL FOR EACH AND EVERY STUDENT. THEY CAN USE THIS SITE AS REFERENCES AND AS MODEL OF PRESENTATION.
WISHING YOU BEST OF LUCK
FROM : PRAKASH S CHAUHAN
The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learners’ academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learners’ writing achievement compared to Classical Method (CM) of teaching.
The current study examined the effects of using L1 in teaching grammatical instruction on the Iranian EFL learners’ grammatical accuracy. To fulfill the purpose of the study, 40 out of 50 EFL learners were selected through an Oxford placement test at Nasr Zabangostar Institute in Amol city. They were divided into two groups: an experimental group and a control group. A pre-test of grammar was administered before the treatment. For treatment, the teacher explained the grammatical structures in their first language. In each session, one grammatical point was selected and taught in L1. In the control group, the grammatical points were taught in English as their target language. After treatment, a post-test of grammar was administered to screen the probable change. The result indicated that a significant effect on learners’ grammatical accuracy and the performances of the experimental group in grammatical accuracy was better than the control group after they were given instruction.
The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
The Effect of Using English Language only and Not Using the Mother Tongue In Teaching Units Fifteen and Sixteen for the Students of Sixth Primary Class on their Acquisition of English Language
On English Vocabulary Teaching Methods in Chinese Senior High Schoolsinventionjournals
This paper discussed the problems of vocabulary teaching in Chinese senior high schools based on the present situation of English teaching in China. By surveying and analyzing the main factors that affect English vocabulary teaching in Chinese senior high schools, the author proposed possible vocabulary teaching methods, and finally brought up some solutions so as to improve the relevant English teaching.
approaches and methods in English Language Teaching E.L.TPrakash S. Chauhan
In this slide you will learn about the approaches and methods of English language. this slide will help you learn about the Grammar Translation method, Direct method, Structural approach and Functional approach as well.
THIS SLIDE WILL HELPFUL FOR EACH AND EVERY STUDENT. THEY CAN USE THIS SITE AS REFERENCES AND AS MODEL OF PRESENTATION.
WISHING YOU BEST OF LUCK
FROM : PRAKASH S CHAUHAN
The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learners’ academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learners’ writing achievement compared to Classical Method (CM) of teaching.
The current study examined the effects of using L1 in teaching grammatical instruction on the Iranian EFL learners’ grammatical accuracy. To fulfill the purpose of the study, 40 out of 50 EFL learners were selected through an Oxford placement test at Nasr Zabangostar Institute in Amol city. They were divided into two groups: an experimental group and a control group. A pre-test of grammar was administered before the treatment. For treatment, the teacher explained the grammatical structures in their first language. In each session, one grammatical point was selected and taught in L1. In the control group, the grammatical points were taught in English as their target language. After treatment, a post-test of grammar was administered to screen the probable change. The result indicated that a significant effect on learners’ grammatical accuracy and the performances of the experimental group in grammatical accuracy was better than the control group after they were given instruction.
The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
The Effect of Using English Language only and Not Using the Mother Tongue In Teaching Units Fifteen and Sixteen for the Students of Sixth Primary Class on their Acquisition of English Language
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
32 Ways a Digital Marketing Consultant Can Help Grow Your BusinessBarry Feldman
How can a digital marketing consultant help your business? In this resource we'll count the ways. 24 additional marketing resources are bundled for free.
In the recent years, many new fields in second language acquisition have emerged. instructed second language acquisition (ISLA) is also among them. ISLA due to Loewen (2015T is an academic subfield that is about learning a language other than the first one. cognitive-inter actionist methods offered efficient features of L2 instruction. This chapter discusses about Loewen definition of ISLA and emphasizes the roles of both native speaker-learner and learner-learner interaction.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
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The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
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A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
From Siloed Products to Connected Ecosystem: Building a Sustainable and Scala...
Teaching grammar
1. Teaching grammar
Grammar is the system of language that governs the conventional arrangement
and relationships of words in a sentence (Brown, 2001). Cook (2008) adds to this
definition that grammar is a central part of language in which other parts such as
pronunciation and vocabulary revolve. Indeed, they connect to each other through
grammar. This system of language is probably the most controversial one which after
being considered the central aspect of the grammar translation method, it became a
nearly forbidden aspect in methods such as the direct method or natural approach since
the memorization of grammar rules had been highly criticized. Nowadays, in a
communicative language learning context, the question is no longer whether grammar
needs to be taught or not; the question now is how to teach grammar.
Cook (2008) differentiates four types of grammar; the first is prescriptive
grammar which is the rules found in schoolbooks and, as the name says, it prescribes
what people ought to do. Prescriptive grammar deals with the reasons why some
grammatical forms are “better” than others but just based on certain criteria instead of
grammar itself. This kind of grammar is at some point considered as obsolete since
language should be taught as it is not as an artificial form that nobody uses. However,
one area where prescriptive grammar still thrives is spelling and punctuation as
everybody believes that there is a single “correct” selling for every word. The second
type of grammar is the traditional grammar which concerns the parts of speech; this
means labelling the parts with names such as nouns, verbs, adjectives, etc. and giving
rules that explain how they may or may not be combined. The third type is called
structural grammar which is based on the concept of phrase structure that show how
words go together in a sentence and some do not. The phrase structure is usually
presented in tree diagrams that show how words build up into phrases and phrases build
up into sentences describing how these elements fit together in an overall structure.
However, the fourth type is the one in which second language acquisition relies on; this
type is called grammatical competence which refers to the knowledge of language that
the speaker possesses in the mind. This competence is the cognitive state that contains
all those aspects of form and meaning, and their relation. According to Brown (2001)
grammatical competence plays an important role in the communicative competence,
without the grammatical competence our language would be chaotic.
2. Form which is the organizational components of language and systematic rules
of the structure might be considered the central aspect of the grammatical competence,
nevertheless, forms are literally meaningless without semantics (meaning) and
pragmatics (meaning depending on the context). However, a form-based instruction is
not an inconvenient option depending on learners’ age, proficiency level and
educational background. Brown (2001) suggests that the focus on form is more
important when the learners are literate adults at an advanced proficiency level. On the
contrary it is less important to focus on form when the learners are young children at
beginning levels as they do not possess the abstract intellectual capabilities that adults
do.
On another vein, there are two major perspectives related to learning grammar.
Nunan (1998) suggests that there is a linear approach which is based on the premise that
learners acquire one grammatical item at a time that must be learnt properly before
moving to the next item. Metaphorically speaking, learning grammar is like
constructing a wall in which every linguistic brick is put at a time. The easy bricks build
a foundation for the difficult ones consequently they build this wall in a correct a way in
order to avoid collapsing under its own ungrammaticality. Even though, the author does
not agree with this perspective, instead, there is an organic perspective which can enrich
the understanding of second language acquisition. It explains it better as accuracy does
not increase in a linear way but it decreases at times. Hence learners’ mastery of a
particular item can increase or decrease at different times. The organic perspective sees
grammar learning as growing a garden in which flowers do not grow at the same rate
likewise, learners do not learn an item perfectly in order to move on a next more
complex one but they learn numerous items simultaneously and imperfectly.
Due to the undeniable importance of learning grammar in communicative
language learning, Cook (2008) suggests that explicit grammar teaching has the purpose
of convey grammar rules learnt consciously into unconscious processes of
comprehension and production. Although this objective is not always achieved, some
learners that have learnt a language by studying traditional grammars have turned into
fluent and spontaneous speakers who declare that grammar rules are useful as they
sometimes visualize verbs paradigms to check what they are saying. This phenomenon
leads to an important concept related to second language acquisition which is language
awareness. Cook (2008) declares that language awareness is a goal for second language
3. teaching and it should be raised even before learning the second language wanted
because if students know what to expect in the new language, they are more receptive to
it. There is an exploratory approach recalled by Cook (2008) where students investigate
grammar in order to increase their awareness of language by coming up with
grammatical rules by themselves. This approach leads to an issue mentioned by Brown
(2001); this issue refers to the controversy related to the kind of instruction offered to
learners. On one hand it is the inductive approach in which learners practice various
language forms. Such language forms are practiced in order to leave learners discover or
induce rules and generalizations on their own. On the other hand, the deductive
approach refers to grammatical rules or generalizations provided by the teacher or a
textbook, in this approach the practice of such rules comes afterwards. Brown (2001)
suggests that in most of the contexts, an inductive approach is more appropriate
basically because it allows students to get a communicative feel related to the aspects of
language before being overwhelmed by the grammatical explanations and also because
it builds more intrinsic motivation by allowing students to discover rules rather than
being told them. However, there are some occasional moments when the deductive
approach is needed.
In any of these cases, teachers must be aware of how they approach to
grammatical explanation and terminology. Brown (2001) declares that unlike the strong
emphasis made on the grammar translation method, in communicative language
teaching, metalinguistic knowledge might be too complex for students who are already
extremely busy trying to learn the language itself especially if they are young learner; as
explained in previous paragraphs, adults can be benefit from occasional explanation yet,
it is strongly advisable that to keep grammar explanations brief, simple, supported by
clear examples and as far as possible from getting tied up over exceptions rules. As
many of students’ errors in speech and writing are grammatical, it is worth analysing
whether correcting students’ grammatical errors makes any difference or not. Brown
(2001) suggests that students’ self- correction encouragement is ideal but due to the
students’ dependence on the teacher for useful linguistic feedback. It is important for
them to take advantage of their knowledge in order to inject corrective feedback. This
correction must always be injected at an appropriate moment and in an appropriate way,
always taking into account each student’s personality.
So do we need to teach grammar in a separated way or should this be integrated
in other skills? Well according to Nunan(1998) language should be taught in context,
4. this means that if students do not explore grammar in context, it will be much harder for
them to understand it. In many texts or books, grammar is often presented out of
context, this means that students are not able to use grammar in other skills like writing
or speaking because most of teachers only teach student’s grammar rules that they need
to memorize for them to be able to understand grammar rules. Learners most of the time
are given isolated sentences, which they are expected to understand through exercises
which involve repetition, manipulation and grammatical transformation. Unfortunately
many grammar courses fail in making clear the relationship between form and function.
Students are taught about the form but they fail in the use of grammar in other context
or skills. This problem can happened for example when you ask a student to transform
sentences from the active voice into the passive and back into the active voice; however,
no one have explained to the students that they can actually use the passive voice in
other skill for example in speaking. So most of the time, these enable students of being
able to use grammar in other ways.
Brown (2001) thinks that the advisability of embedding grammatical techniques
into general language courses rather than singling grammar out as a discrete “skill”, and
treating it in a separate course. This means that grammar is an enabling system of
component of the communicative competences and grammar in this case is mixed up
with phonology, vocabulary all in one class; therefore grammar helps students to purse
relevant language goals. In some schools or curricula, courses or workshops are done
without grammar instruction and sometimes they appear to be anachronisms.
There are many techniques for teaching grammar. Brown (2001) mentions some
of them, which are charts, which are useful to practice patterns and for clarifying
grammatical relationship. Another technique for teaching grammar is to make students
bring different objects to the class, so they can be able to describe them to their
classmates and also to give the students the chance to communicate with their
classmates by practicing communication rules and using grammatical rules. Finally the
last technique is called maps and drawings, and the aim of this activity is to persuade
students to use grammatical rules such as prepositional phrases, question forms, or
imperatives, when giving directions.
As a conclusion it can be said that grammar is one of the most complicated
systems to be thought in a classroom. This is because in most schools grammar is not
integrated with other systems of the language , therefore grammar is studied as one
separate subject, which most of the time is very hard to understand and use. This is
5. because of all the grammatical rules that exist in the English language, and which in
most of the cases, students find difficult to understand, so they get disappointed because
they are not able to use grammar in real life and they just don’t want to learn it any
more.
This system of language is probably the most controversial one and as it was
said before, the most hard to understand to teach but on the other hand, when grammar
is related to the communicative competences, and in this case is mixed up with
phonology, vocabulary, all in one class, grammar helps students to purse relevant
language goals. This means that grammar should be, nowadays, in a communicative
language learning context, this means that grammar as the other systems of languages,
should be taught together with other skills, like speaking or writing, so the student can
be able to use this system of language in another way, but the question is no longer
whether grammar needs to be taught or not; the question now is how to teach grammar.
Even though they are many techniques for teaching this system of language like
mapping, bringing objects to the classroom, and using charts or filling the gaps, is the
teacher responsibility to teach this system in a interesting way, so students can be able
to understand it and also they are able to see that they can use grammar not only in the
grammar class, but in other classes to. So even though grammar is very hard to teach
and sometimes teachers believe that this system should be taught as a separate subject,
is one of the most important systems of the English language.
6. References.
Brown, H. D. (2001). Teaching by Principles: An interactive approach to language
pedagogy. New York, NY: Longman.
Cook, J. V. (2008). Second language learning and language teaching. London, UK:
Hodder Education.
Nunan, D. (1998). Teaching grammar in context. ETL Journal, 52(2), 101-109.
Stephanie Aedo
Valeska Soto