A Research on Grammar in Educational Materials and the Impact of an E-book in Learning

Abstract

It is a fact that the place of grammar in language teaching varies according to the theory of language and language teaching methodology. While Communicative Language Teaching has led to some misconceptions as to the negligence of grammar, the post methods era has left an open space for teachers to move freely in line with the needs of the learners. Therefore, this approach has introduced a wide range of applications, one of which might be stated to deliver grammar through skills and using tasks that improve the linguistic competence of the learner. Such an approach as a compromise between the two margins towards grammar teaching has presented innovative ways and techniques that can be applied to classroom environments. This study aims to illustrate an effective grammar teaching technique by using cartoons and to show that it is possible to teach grammar through skills. At the end of the experimental study, the results after the treatment show that the experimental group has benefitted from this type of teaching to a large extent. As a conclusion, it can be said that instead of neglecting grammar for the sake of learner fluency, teachers should become acquainted with new tools for grammar teaching in context through skills. Inaddition, the fact that digital learning has introduced learner autonomy enables learning in all contexts. Web 2.0 tools such as E-Books designed in the light of SLA cross-linguistic research can be used as ideal sources for grammar teaching.

Keywords

• Teaching EFL grammar
• SLA research
• E-Book
• Learner autonomy
• Educational materials

Eğitim Materyallerinde Dilbilgisi Öğretim Yöntemleri ve Web 2.0 Araçlarının Dilbilgisi Öğrenmede Etkisi Üzerine Bir Araştırma

Öz

Dilbilgisinin dil öğretiminde yerinin dil kuramına ve dil öğretim yöntemine göre değiştiği bilinen bir gerçektir. İletişimsel Yaklaşım dilbilgisini yok saymaya dair birtakım yanlış anlamalara yol açarken, yöntemler sonrası dönem öğretmenlere öğrencilerinin gereksinimlerine paralel olarak rahatça hareket edebilecekleri bir alan bırakmaktadır. Böylece, bu yaklaşım çok sayıda uygulamaları beraberinde getirmiştir; bunlardan birisi de dilbilgisini dil becerileri ile birlikte ve öğrencinin dil yetisini geliştireceği şekilde, görev odaklı çalışmalar yolu ile öğretmektir. Dilbilgisi öğretiminde iki ayrı uçta yer alan faklı yaklaşımlar arasında bir uzlaşma getiren bu yaklaşım sınıfta uygulanabilecek yenilikçi yollar ve teknikleri de beraberinde getirmiştir. Bu çalışma, karikatür ve E-Kitap kullanarak etkin bir dilbilgisi öğretme tekniğini tanıtmayı ve dilbilgisi öğretiminin beceri temelli çalışmalarla mümkün olduğunu göstermeyi amaçlamaktadır. Deneysel çalışmanın sonunda sonuçlar deney grubundaki öğrencilerin bu tür bir uygulamadan büyük ölçüde yararlandıklarını göstermiştir. Sonuç olarak, dilbilgisini öğrencinin akıcı olabilmesi uğruna ihmal etmek yerine, öğretmenler dilbilgisi öğretimini bağlamsal olarak, beceriler üzerinden yapabilecekleri yeni araçlar ile tanışmalıdır. Buna ek olarak, çevrimiçi öğrenmenin öğrenci özerkliğini beraberinde getirmesi öğrenmeyi her ortamda mümkün kılmaktadır. İkinci Dil Edinimi Araştırmaları ışığında tasarlanan eğitim materyalleri dilbilgisi öğretiminde ideal kaynaklar olarak kullanılabilir.

Anahtar Kelimeler

• İngilizce dilbilgisi öğretimi
• E-kitap
• İkinci dil edinimi araştırmaları
• Eğitim materyalleri
• Öğrenci özerkliği

Kaynakça

1. Akkoyunlu, B., & Soylu, M. Y. (2008). A study of student’s perceptions in a blended learning environment based on different learning styles. Educational Technology & Society, 11(1), 183-193.
2. Banados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23 (3), 533-550.
3. Bikowski, D. (2018). Technology for teaching grammar. The TESOL Encyclopaedia of English Language Teaching, 1-7.
4. Borg, S. & Burns, A. (2008). Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29, 456-482.
5. Borg, S. (1999). Teachers’ theories in grammar teaching. ELT Journal, 53 (3), 157-167.
6. Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum International Publishing Group.Burns, A. (2009). Grammar and Communicative Language Teaching: Why, when and how to teach it?CamTESOL Conference on English Language Teaching: Selected Papers, 5, 21-27.
7. Embong, A. M., Noor, A. M., Hashim, H. M., Ali, R. M., & Shaari, Z. H. (2012). E-books as textbooks in the classroom. Procedia Social and Behavioural Sciences, 47, 1802–1809.
8. Eyüp, B. (2012). The effect of computer assisted grammar teaching on the academic success of classroom teacher candidates. Educational Research and Reviews, 7 (13), 309-314.

9. Gunn, C. (2011). Promoting Learner Autonomy in the ESL Classroom Using Web 2.0. Perspectives TESOL Arabia, 18(2).
10. Khalil, Z. M. (2018). EFL students’ perceptions towards using Google Docs and Google Classroom as online collaborative tools in learning grammar. Applied Linguistics Research Journal, 2(2), 33-48.
11. Larsen-Freeman, D. (2009). Teaching and testing grammar. In M. H. Long & C. J. Doughty (Eds.) The Handbook of Language Teaching (pp. 518-542). Blackwell Publishing.
12. Mehrgan, K. (2012). Computer-Assisted Language Learning: A Panacea for grammar development. Advances in English Linguistics, 1 (2), 25-29.
13. Morgan, L. (2012). Generation Y, learner autonomy and the potential of Web 2.0 tools for language learning and teaching. Campus-Wide Information Systems, 29(3), 166-176.
14. Neumeier, P. (2005). A closer look at blended learning: Parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17 (2), 163-178.
15. Özenc, M., Dursun, H., & Şahin, S. (2020). The effect of activities developed with web 2.0 tools based on the 5e learning cycle model on the multiplication achievement of 4th graders. Participatory Educational Research, 7(3), 105-123.
16. Puspitasari, I., Pureka, M. N. Y., & Azizah, N. (2023). Integrating ICT: EFL Students’ Challenge in Learning Grammar. In Conference on English Language Teaching (pp. 433-441).
17. Roh, J., & Kim, T. (2019). Fostering learner autonomy through CALL and MALL in a Korean class: A case study. Journal of Interactive Learning Research, 30(2), 215-254.
18. Sharma, P. & Barrett, B. (2008). Blended Learning: Using technology in and beyond the language classroom.Macmillan Publishing.
19. Softwares: Available from: www.goanimate.com---www.youblisher.com
20. Summerhays, E. M. (2020). Technology based grammar instruction. Dissertations and Theses, UNI. 1050.Suratno, A. (2007). The internet: Breaking the rule of teaching grammar. CELT, 7 (1), 15-23