Pedagogical English Grammar

This paper reviews the intense debate that has been taking place in the past six decades concerning the value of traditional grammar instruction in the improvement of students’ writing abilities since the release of the Braddock Report (1963), whose conclusion was that grammar instruction did not improve the students’ writing skills, but had a “negligible,” or “even a harmful effect,” on students.

Subsequent studies have shown that the Braddock Report’s inferences had been based on incorrect and misconstrued data (Tomlinson, 1994). More recent data has demonstrated improvement in the students’ writing after grammar instruction (Lyster, Lightbown & Spada, 1999).On the other hand, Feng and Powers (2005) mention Weaver, McNally and Moerman (2001) who think that “to teach or not to teach grammar is not the question,” but whether “what and how to teach it,” a matter that  teachers and instructors have to confront (Feng & Powers, 2001). The vast number of methods and approaches designed for grammar teaching indicates the confusion amongst the English instructors concerning an acceptable grammar definition, and the most acceptable methods and approaches for the teaching of the discipline.

This Practical English Grammar book is designed for students
of English Department University of State Islamic Sayid Rahmad Ali
Tulungagung that contain grammar discussion with exercises.
Grammar is learned gradually; grammar is not everything but it is
important to learn because it is needed in writing skill. This book is
also accompanied by several topics of daily issues and fun games.
So, that the students may be fun and joy to learn.
The most important thing to make it easy to learn and do
grammar questions is to find a book and practice doing more
questions or structure / grammar questions. Learn new vocabulary
and improve vocabulary is important while studying grammar. Do not
forget to reading more and more in English. By reading, you can gain
information, value, and sentence structure of English. The point is a
lot of practice. Remember, “Practice makes perfect”. Another way, it
can also by downloading the grammar application in the Play store or
App Store. Keep studying and practicing. You’re too young to give up
on what you’ve been fighting for.
The writer also would like to thank to Allah SWT and some
individuals have assisted with the development of this book for helping
editing materials and exercises. Finally, the writer expect the readers
give suggestions for making this book gets some improvements.

Abstract
The proposed model consists of four components: language input, guiding notes, matching visuals, and written output. Applying the proposed model, the students are provided with somebody of written or spoken information (i.e. input) and are helped through carrying out some comprehension tasks to produce a summary version of the original input text in the form of guiding notes. These notes are used to practice​ speaking. Then the students are provided with visuals matching the informational and linguistic elements in the input. With these visuals, they can discover the meaning of any new language items, reconfirm the meaning of what they have encountered previously, and finally produce written outputs.

“Learning and fun go together” (G, Petty, 2004) ; shouldn’t it be the case with learning English grammar too?  This question has been a point of ponder for many of us who are associated with teaching English as a second language.  Like everyone, the trainer in me wanted to go down to the core of the ‘language instinct’ as Steven Pinker calls it and understand the use of fun & games in syntheses of a sentence (using a grammatically correct Structure). The book ‘Reality is Broken’  Jane McGonigal inspired the author towards Gamification of language learning. Particularly, how time is represented and understood in English Language- the concept 12 or 16 real/unreal tenses - is always one of the most difficult components for learners of English as a second language (ESL). Some of the people in the field of ESL/EFL have made statements like ‘you cannot teach grammar!’ No doubt that the student learns it on his own but as instructional designers, can’t we make it easier and fun to learn!

This Paper introduces a new game - tip or time it perfect! The game is a first of its kind creation from lifelong learning.

This paper explores the relationship between grammar and style in composition. These two genres of rhetoric are often expected to be performed well by student writers, yet grammar and style are rarely taught together. In this paper, I argue that Holcomb and Killingsworth's project for advancing stylistics as performance shares Kolln's call for a "rhetorical grammar" in the composition classroom. This paper offers several definitions of grammar, six close reading reviews, and over twenty-five summary reviews.

Adverbial Clause is a dependent clause that describes a verb or adjective.-An Adverbial Clause can tell about an action in terms of time, place, manner, condition, or reason  Adverbial clauses begin with a subordinating conjunction (after, before, as soon as, as if, because, etc) and include a subject and a verb-There are different kinds of Adverbial clause + Adverbial Clause of Time + Adverbial Clause of Place + Adverbial Clause of Manner + Adverbial Clause of Reason + Adverbial Clause of Condition + Adverbial Clause of Purpose + Adverbial Clause of Result + Adverbial Clause of Comparison 2/ Adverbial Clauses of Time-An Adverbial clauses of time will tell us when something happens. It can be introduced by the following conjunctions: when, after, as, as long as, before, during the time (that), now (that), once, since, whenever, and while Ex: You didn't look very well when you got up this morning. After she got married, Madeleine changed completely.-When the time clause refers to the future, we normally use the simple present after after, as soon as, before, by the time, directly, immediately, the moment, till, until, when where we might expect a simple future; or we use the present perfect where we might expect the future perfect. These two tenses are often interchangeable after temporal conjunctions:

Experts in the field of applied linguistics and second language learning agree on the fact that second language acquisition is favored when students take an active role in their learning process. Evidence shows that they have to get involved in their interlanguage development in order to become grammatically competent. How can teachers facilitate grammar competence in students with different needs and different learning styles without neglecting their communicative competence?

This study investigates the effect of training EFL student teachers to prepare lesson plans versus the effect of training them to study and analyze lesson plans prepared and delivered by their peers. The control group students were asked to prepare lesson plans, which were tape-recorded during delivery. The participants in the experimental group, after studying and analyzing the transcribed lesson plans, were asked to prepare and teach lesson plans. During the delivery of these plans, they were tape-recorded, transcribed and compared to the lesson plans of the control group. Statistical analysis of data revealed improvement in favor of the experimental group.

This paper aims to contribute to the methodological toolbox of “pedagogy-driven corpus-based research” (Gabrielatos 2006), that is, research which is situated at the intersection of language description, pedagogical lexicogrammar, and pedagogical materials evaluation (e.g. Harwood 2005; Hunston & Francis 1998; Kennedy 1992; Owen 1993). The contribution of the present paper mainly lies in proposing a method of triangulating the corpus-based evaluation of lexicogrammatical information in EFL coursebooks, by way of examining a relevant corpus sample of learner written output.

This guide presents and explains most of the "Elementary Rules of Usage" from The Elements of Style by Strunk and White.  It also provides additional rules regarding the proper use of quotation marks, parentheses, and other matters.  Please feel free to use this in your own class (so long as you keep my name on it), point out any typos, or make suggestions for improvement.

By the end of this module, you should be familiar with a number of key concepts.  In terms of approaches to grammar teaching, you should be able to demonstrate awareness of three different perspectives:
• A focus on forms (FOFS)
• A focus on form (FOF)
• A zero position on teaching grammar

You should also be able to distinguish key methodologies, and show how these methodologies relate to the approaches outlined above:
• Grammar–Translation (GT)
• Audiolingualism (ALM),
• Presentation–Practice–Production (PPP)
• Consciousness-raising (C-R)
• Task-based Learning (TBL)

Finally, you should be able to identify the role of grammar in the foreign language syllabus.

As articles in English can only purpose as determinatives of nouns/noun equivalents and are never used alone, some linguists maintain that they should not even be reflected an independent part of speech and never be treated as such but, for practical purposes, it is far easier and simpler to accept the old tradition of the article as a separate part of speech. One of the most confusing parts of English grammar for many non-native speakers is the use of articles. In English, articles are used to modify nouns in certain situations; they are not used before every noun. There are two types of articles: indefinite (a, an) and definite (the). Indefinite articles are used when the speaker or writer is talking about a non-specific member of a group, while a definite article is used for a specific member(s) of a group. The following rules for choosing articles apply to both speaking and writing, so any mention of a speaker could also apply to a writer. ABSTRAK Di dalam bahasa inggris artikel bisa berfungsi sebagai faktor yang menentukan dari sebuah padanan kata benda dan tidak pernah bisa digunakan sendirian saja, beberapa ahli bahasa menyatakan bahwa artikel seharusnya tidak bisa berdiri sendiri dari bagian kelas kata dan tidak pernah bisa di berlakukan, untuk tujuan praktis, salah satu yang paling membingungkan dari padanan kata bahasa inggris dalam grammar, banyak penutur asli dalam menggunakan artikel. Di dalam bahasa inggris artikel di gunakan untuk menjelaskan kata benda di situasi tertentu. Artikel tidak hanya di gunakan sebelum setiap kata benda saja, ada dua tipe artikel: indefinite (a, an) and definite (the). Indefinite artikel digunakan ketika pembicara dan penulis menjelaskan tentang sebuah benda yang tidak spesifik spesifik,sedangkan definite menjelaskan spesifik sebuah benda. Di bawah ini aturan untuk memilih bagaimana menerapkan artikel antara pembicaraan dan penulisan, jadi banyak penyebutan dari pembicara menerapkan penulisan. Kata Kunci: Artikel, Tata Bahasa dan Bahasa Inggris

Christison, M.A., Christian, D., Duff, P., & Spada, N. (Eds.). (2015). Teaching and learning English grammar: Research findings and future directions. New York: Routledge.

ABSTRACT
An important contribution to the emerging body of research-based knowledge about English grammar, this volume presents empirical studies along with syntheses and overviews of previous and ongoing work on the teaching and learning of grammar for learners of English as a second/foreign language. A variety of approaches are explored, including form-focused instruction, content and language integration, corpus-based lexicogrammatical approaches, and social perspectives on grammar instruction....

You'll find the (draft) chapter by Duff, Ferreira & Zappa-Hollman under 'Articles' on this site.

TABLE OF CONTENTS

Foreword
--Joanne Dresner

Preface
--MaryAnn Christison, Donna Christian, Patricia A. Duff, and Nina Spada
Part I. Overview of English grammar instruction

Chapter 1. An overview of teaching grammar in ELT
--Marianne Celce-Murcia

Part II. Focus on form in second language acquisition

Chapter 2. Focus on form: Addressing grammatical accuracy in an occupation-specific language program
--Antonella Valeo

Chapter 3. Teaching English grammar in context: The timing of form-focused intervention
--Junko Hondo

Chapter 4. Form-focused instruction and learner investment: Case study of a high school student in Japan
---Yasuyo Tomita

Chapter 5: The influence of pretask instructions and pretask planning on focus on form during Korean EFL task-based interaction
--Sujung Park

Part III. The use of technology in teaching grammar

Chapter 6. The role of corpus research in the design of advanced level grammar instruction
--Michael J. McCarthy

Chapter 7. Corpus-based lexicogrammatical approach to grammar instruction: Its use and effects in EFL and ESL contexts
--Dilin Liu and Ping Jiang

Chapter 8. Creating corpus-based vocabulary lists for two verb tenses: A lexicogrammar approach
--Keith S. Folse

Part IV. Instructional design and grammar

Chapter 9. Putting (functional) grammar to work in content-based English for academic purposes instruction
--Patricia A. Duff, Alfredo A. Ferreira, and Sandra Zappa-Hollman

Chapter 10. Integrating grammar in adult TESOL classrooms
--Anne Burns and Simon Borg

Chapter 11. Teacher and learner preferences for integrated and isolated form-focused instruction
--Nina Spada and Marília dos Santos Lima

Chapter 12. Form-focused approaches to learning, teaching, and researching grammar
--Rod Ellis

Epilogue
--Kathleen M. Bailey

The study is aimed at describing the dominant grammatical errors made by English Education students at STKIP YDB in writing their thesis proposal. The objectives of the study were formulated as (1) to find out the most common grammatical errors made by the students in writing their thesis proposal and (2) to find out the source of the grammatical errors made by the students in writing thesis proposal. The method of the study was qualitative descriptive. Documentation was used as instrument of the study from which data was collected through 15 thesis proposals of fourth semester English education students in the academic year from August 2016 to February 2017 year. Technique of data analysis that was used as proposed by Ellis (1996) is through collecting samples, identification of errors, classification of errors, explanation of error and evaluation of the errors. The classification of the grammatical errors are based on Linguistic and Surface Taxonomy category , while source of the errors are based on theories of interlingual and intralingual transfer errors. The research findings reveal that the most common errors made by the students in linguistic taxonomy fall into the error use of passive voice, subject-verb agreement, tense verb, part of speech which are comprised 79.38 % of total grammatical error, while in the surface taxonomy falls into the omission and misordering errors which are comprised 71.73 % of total errors. Dealing with the source of the errors, it was found that intralingual transfer such as overgeneralization and incomplete application of rules which comprise 65,64 % of total of errors, are the major source of grammatical errors that the students made in writing their thesis proposal. The research findings come to a conclusion to the need of discussing its impacts on pedagogical implication in teaching and learning grammar in the classroom.

Semantics is rather difficult to define. Linguists and philosophers alike have for decades been trying to define its intricacies, characteristics and properties. Within the realm of language, semantics is a street called meaning, which lies in the suburbs that is linguistics. Semantics with regards to this essay helps us to find meaning out of what is inputted into our brains from spoken language sources. Many linguists have tried to bottle these sources up and put labels on them, some have succeeded and
some have not. Geoffrey Leech (1969) is one such linguist who has come up with seven different kinds of meaning. However, it would be helpful if there was one plain definition for collocative meaning. Though, after reviewing a multitude amount of essays and after reading dozens of books on the topic, making one informed decision on what collocative meaning is tricky. This essay will delve into collocative meaning by looking into its origins, definitions, role in semantics and role within the EFL environment. The author wishes to find out if it is, or is not, a kind of meaning, or perhaps, that it might be something else altogether.

Grammar is, in the simplest expression, “the system of the arrangement of a language.” It may be interesting to note that people sometimes describe grammar as the "rules" of a language; but the matter of fact is that no language has rules.  If we use the word "rules", we thereby suggest that somebody created the rules first and then spoke the language, very much like a new constitution. However, no natural language started like that. Languages were started by people making sounds which evolved into meaningful words, phrases and sentences. No commonly-spoken language is fixed. All languages are subject to change over time. What we call "grammar" is simply a reflection of a language at a particular time in the history of that language.

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 conducted when I was seconded to Sultan Qaboos University.
(Abstract):
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.

This LIA International Conference and Cultural Events 2015 proceeding elaborates how a freeware concordancer named  AntConc facilitates teaching and learning of grammar to 21st century learners and it suggests some activities to encourage students' self-discovery and induction of grammar structure

Cette grammaire de 301 pages et de 153 153 mots (dixit Word) fut commandée par un éditeur pour le public des étudiants préparant le CAPES ou l’Agrégation, ainsi que les professeurs du secondaire. Il ne fut pas publié.

Un autre éditeur accepta de regarder le manuscrit mais d’emblée dit que les normes sur la « gratuité » des citations était un obstacle car toutes les citations étant d’auteurs réels et bien placés sur la scène de l’édition américaine ou anglaise, on devait largement dépasser les cinquante lignes « gratuites » par auteur.

L’ensemble de cette grammaire a été mis en ligne sur le site de l’Université de Paris 1 Panthéon Sorbonne, à disposition gratuite pour les étudiants en 2007 (et doit toujours y être) après avoir été mis à disposition informatique gratuite des étudiants de l’IUP Tourisme de l’Université de Perpignan à Mende (Lozère) en 2002-2003.

Abstract: a textbook used for a postgraduate (M.A.) course. It provides Syllabi for the Lectures, Examples and Exercises. It is the first part of the four volume (four semester) English Grammar course which consists of
a) English Morphology - undergraduate
b) English Morphosyntax - undergraduate
c) English Syntax 1 - undergraduate
d) English Syntax 2 - postgraduate

Since last semester, the specially designed session called "Triumphant Thursday" opened up a whole new chapter for my ESL classroom, and also brought forth some new challenges for me as a teacher. The exclusive session was primarily focused on Video 1 (Brad) 1. Which university does Brad go to? Is he a first--year student or second--year student? Key: University of Tennessee; first year 2. What sports does Brad like to play? Key: Football, basketball, running track 3. What's Brad's favorite book? How many times has he read the book series? Key: Harry Potter and the Goblet of Fire; about 10 times 4. What major is Brad hoping to get into? Key: Architecture Video 2 (AT) 1. How old is the speaker? Key: 22 2. Does the speaker have any siblings? How old is he? What's his brother's dream?

This paper presents the alarming emerging situations of English language teaching at the senior secondary level of Hindi medium students in Rajasthan. State government schools continue to register negative growth in learning level (reading and comprehension) in this subject from 2006. The Annual Status of Education Report, 2014 tabled in New Delhi by Pratham, an NGO, says that the share of class V government school students who can read class II text, which was 59 % in 2006, has reduced to 39 % in 2014. 46. 7% of class V students cannot read class II text and 19.5 % of class VIII students failed to read class II text. The situation is absolutely worst in the succeeding classes. The data that have been presented directly questions the quality of education in this state. Due to the territorial vastness of the state, 82 % of the total schools here are in rural areas. Let's put a glance on the academic situation of the state in special reference to the teaching English at Senior Secondary level of Hindi medium students and the main reasons responsible for the deterioration of the government schools.

In this paper, I propose the Cognitive Linguistics (henceforth CL) approach to teaching English prepositions in, on and at to Indonesian learners of English and incorporate the approach into Input Processing instruction to enhance learning. English prepositions have been one of the most difficult areas of acquisition for Indonesian EFL learners. This difficulty is largely due to the polysemous nature of English prepositions and cross-linguistic differences. Their polysemous nature is indicated by their uses in describing not only our interaction with objects in physical space but also in abstract domains, such as in describing time and circumstances. Additionally, the cross-linguistic differences can have negative effects on learning these prepositions because Indonesian prepositions work differently from English and there is no exact equivalent in Indonesian. To address these two major issues, the approach must be cognitively oriented because of two reasons. First, CL holds that in the abstract uses, the spatial meanings are metaphorically extended. Unlike the traditional approach which encourages learners to rote-memorize the more metaphorized uses, the CL approach alternatively helps learners see the primary meanings, or the proto-scenes, of the spatial uses and their relations to the metaphorized ones. Second, it takes into account the cross-linguistic differences by informing learners of how the differences may cause problems. Afterwards, input-based activities must be given to consolidate the form-meaning connection. These stages of teaching are all parts of the so-called Input Processing instruction. If teachers manage to instruct learners in this way, they can assist learners in their acquisition.

In linguistics, Transformational –Generative Grammar (TGG) is the part of the theory of generative grammar, especially of natural native languages. Transformational Generative Grammar is also known as Transformational Grammar, which is a system of language analysis. It shows the relationship among the various elements of a sentence and among the possible sentences of the English language and process or rules which are called transformations of sentences to express semantics with the help of ‘surface structures’ and ‘deep structure’. While teaching English as second (L2), third (L3) or foreign language (FL), to the university students is an arduous task as they are socio-psychologically and linguistically preoccupied with his or her own native language (L1) competence which has its certain implications in the learning and teaching of any other language. This paper intends to explore some key concepts of Transformational Generative Grammar (TGG) The base Components, Transformational Component, Phonological Component, Semantic Component and their roles in contrastive analysis, one of the major instruments of language teaching in Applied Linguistics, of two languages of the same or different language families. In this article, our attempt is that TGG is an essential aspect of learning English but only for the students of advanced study of English what I find is that a fine fusion of all the there- traditional grammar, structural grammar and TGG is equally important. To be familiar with and learn the basics of grammar such as the knowledge of single and double parts of speech and such other items, traditional grammar (Newfield, and P. C. Wren & H. Martin) is a must; and for syntactic structures and sentence patterns (A. S. Hornby) structural grammar is needed and then a learner will easily learn the target language with the help of his native language (L1). He would enjoy learning English at the advanced stage through TGG (Chomsky).

This paper presents a qualitative study investigating 1) whether ESL teachers teaching English 5 in Swedish upper-secondary schools take an explicit or implicit grammar approach to grammar instruction in their lessons, and, 2) which aspects they choose to prioritise. My initial hypothesis, based on prior, personal observation was that the ESL teachers sampled in my study would reveal preferences and tendencies more closely indicative of an implicit approach, and that this would be due to their beliefs about grammar and their own experience learning grammar as students. To find out which method ESL teachers use to instruct grammar, and to inform future practice on how to teach grammar and which aspects to prioritise, three ESL teachers participated in semi-structured interviews. The findings show that, contrary to what was hypothesised, they instruct grammar with explicit-deductive approaches, and the teachers prioritise the same grammatical aspects, of which irregular verbs and tenses were identified as being the most important. These findings are discussed, and it is proposed that it is primarily a teacher’s experience from teaching grammar that influences his/her choice of teaching practice, and that it is the students’ specific needs that determine which grammatical aspects to prioritise.

This paper investigates the frequency of the present perfect (PP) in 20 national varieties of English, many of which have so far rarely been studied from a corpus-linguistic point of view, with data from the 1.9 billion word GloWbE corpus. PP frequency was measured (1) per million words and (2) as a percentage of all past references. Linear regression models were used to determine which of the factors identified in previous research can account for differences in PP frequency across varieties. The results revealed that a major factor is geographic proximity: Varieties spoken in the same region tend to be similar in PP frequency. Other factors such as degree of formality or the classification in Kachru’s Circles Model and Schneider’s Dynamic Model of Postcolonial English appear to have little or no influence on the frequency of the PP. The paper also discusses other factors that might be influential, such as substrate influence, the heterogeneous superstrate, national identities, and the degree of cultural contact between varieties. Finally, the discussion explores implications for teaching English as a local and as an international language, arguing that norms of English language teaching should depend on the learners’ communicative needs.

ABSTRACT

Urška Podmenik

Teaching English Grammar in Slovene secondary-school EFL classrooms

Many theoretical books have been and continue to be written on the topic of grammar teaching within the field of ESL. Each offering advice and instructions as how to best proceed with teaching grammar. However, very few surveys have been done to assess the actual situation of English grammar teaching in Slovene secondary schools. My survey aims to examine the perspectives and attitudes of English teachers in Slovenia towards English grammar teaching, as well as their actual grammar teaching. The thesis is composed of two parts. The first presents the theoretical basis for the survey, whereas, the second concentrates on the results of the survey and the discussion of the obtained results. The data was obtained by means of an online questionnaire, which was sent to all secondary schools in Slovenia via e-mail, so it was fully anonymous. The major findings of the survey were that a substantial percentage of teachers prefer to follow the so-called communicative approaches and that most of their beliefs regarding grammar are based on those approaches and methods, which is in tune with the current international standards pertaining to English grammar teaching. The study has also shown that many Slovene secondary school English teachers believe that grammar teaching requires an additional integration of context and communications skills into the grammar teaching models currently employed in Slovene secondary schools. The survey is a step forward in comprehending how English grammar is, in fact, being taught in Slovene secondary schools. It also allowed the teachers to express their own opinion regarding the topic, making it possible to perhaps think about potential changes to the English teaching grammar system and methods in secondary school in Slovenia. 

Key words: ESL, English grammar teaching, survey, Slovene secondary schools

Каждый преподаватель английского языка, обучающий русскоговорящих студентов, знает, что основные грамматические трудности, с которыми приходится сталкиваться на занятии, связаны с усвоением артиклей, предлогов и грамматических форм глагола. Что касается артиклей, здесь все понятно: в русском языке артиклей нет, поэтому студенту надо объяснить, зачем они нужны в английском и какова их функция. С предлогами ситуация несколько иная: предлоги есть и в русском языке, но студента обычно смущает их большое количество и особенности употребления в английском. Наконец, что касается так называемых времен (tenses) – точнее, видовременных форм глагола – то многие студенты испытывают существенные трудности в овладении навыками их правильного употребления по простой причине. Привыкнув к тому, что в русском языке три времени (настоящее, прошедшее и будущее), они оказываются не в состоянии постигнуть логику организации и особенности функционирования системы, включающей двенадцать форм в активном залоге.
В этой связи в статье показывается природа трудности в усвоении так называемых английских времен, связанная с неадекватными металингвистическими знаниями о значении и функционировании категорий времени и вида в русском языке. Поскольку когнитивные структуры, лежащие в основании этих грамматических категорий, укоренены в чувственном опыте и одинаковы в обоих языках, опора на родной язык с применением когнитивного подхода позволяет предложить простой алгоритм выбора правильной глагольной формы в дискурсе. Это позволяет радикальным образом улучшить процесс освоения грамматики, снимая многие мнимые трудности. Использование данной методики автором и его учениками и коллегами на протяжении двадцати лет в образовательных учреждениях различных уровней показало ее высокую эффективность, намного превосходящую существующие традиционные методики.

Reading and writing are fundamental skills for language learners specifically in English as a foreign language context. They entail different sub-skills, one of which is grammar. The role of grammar in promoting the learners' reading comprehension and writing ability cannot be mitigated. Therefore, the intention of the current paper was to explore EFL Learners' perceptions towards the implementation of discourse-based activities in promoting learners' reading comprehension and their writing ability (in terms of syntactic accuracy). To this end, 12 EFL learners were randomly selected from the classes to be interviewed. The interviewees, including 4 females and 8 males, were between 15 and 17 years of age. Three focus-group interviews were conducted to collect data. Open ended questions beginning with "what", "how", or "have you ever" were mainly used to probe for meaning-rich responses. The interviewees were asked about the effectiveness of the method and strategies employed during the course. The results unveil that the application of discourse-based activities is deemed to have valuable potentials for the overall development of the reading comprehension ability and syntactic accuracy in writing of learners of English as a foreign language.