The Influence of Phonological and Grammatical Awareness on EFL Students' Reading Performance

Jafari, Aliye Mohammad; Rad, Neda Fatehi

doi:10.17507/jltr.0706.14

Cited by 8 publications

(7 citation statements)

References 27 publications

(17 reference statements)

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“…It was supported by Azar (2007), understanding of English grammar helps many students formulate how to say what they mean and helped them lead to successful communication. In addition, Jafari (2016) claimed that student who had grammatical skills and were able to use their grammatical awareness more efficiently, paid much more consideration to the strategies for improvement of reading performance. Moreover, other participants felt that understanding English grammar was difficult.…”

Section: The Discussion About Student Teachers' Perception Towards Grmentioning

confidence: 99%

The Grammatical Awareness of Student Teachers: The Case of an English Education Study Program in Indonesia

Marzulina¹,

Mukminin²,

Erlina³

et al. 2019

ujer

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The aims of this study were to find out student teachers' grammatical awareness and their perception towards grammatical awareness. This study employed a mixed method research. The participants were 129 English Education Study Program's student teachers at one state Islamic University in Indonesia. Purposeful sampling technique was applied to choose the participants. To collect the quantitative data, grammatical test was used and interview was used to obtain qualitative data. 129 student teachers took the test and 12 of them were willing to participate in the interview. The results indicated that student teachers had four types of grammatical awareness, namely (1) metalanguage recognition, (2) metalanguage production, (3) identification and grammatical error correction, and (4) grammatical rules explanation. The student teachers lacked of grammatical awareness. It could be seen from their ability to explain grammatical mistakes. Rules in grammar and explanation tasks were the most difficult for them whereas the easiest one was a metalanguage recognition task. The major factor of their weakness was the complexity of the rules of tenses.

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Section: The Discussion About Student Teachers' Perception Towards Grmentioning

confidence: 99%

The Grammatical Awareness of Student Teachers: The Case of an English Education Study Program in Indonesia

Marzulina¹,

Mukminin²,

Erlina³

et al. 2019

ujer

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“…This consists of several elements: the integration of the sender's intention, situational factors and contextual knowledge in a communicative process where CLT may further prompt meaning and pragmatic factors in a communicative situation. CLT and CLIL demand more contextual learning, so they take into account pragmatic awareness as predominant language awareness, whereas GTM only underlines phonological and morphological awareness (Jafari & Rad, 2016).…”

Section: Language Awareness Reading Comprehension and Foreign Languamentioning

confidence: 99%

A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

Vázquez

Pérez

2021

PortaLin

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The present paper reports on the effectiveness of the Grammar-Translation Method, Communicative Language Teaching and Content and Language Integrated Learning upon reading comprehension and language awareness. The study recruited a convenience sample of 164 Spanish students from a rural area in southern Spain who randomly received these three ESL/EFL methods. The research was focused on two hypotheses. Firstly, L2 reading learning is more effective from CLT and CLIL than GTM. Secondly, CLT and CLIL demand more contextual learning. Results showed CLT method offered more similar results among the reading comprehension tasks (p<.01). However, from a descriptive study, GTM obtained the best performance globally. In all three methods, scores were weakest for pragmatic awareness. However, the interaction between reading comprehension and language awareness suggested that the intervention was more supportive for CLT. Also, significant intra-gender differences according to the learning methodology were found. Study limitations and future research recommendations also were discussed.

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“…In order he/she can judge whether or not their students' works are correct. Related to the grammar knowledge, teacher's explicit knowledge of grammar is a need which enables them to teach effectively in either productive or receptive skills (Andrews, 2007;Su'ib, 2009;Jafari & Rad, 2016). Explicit knowledge refers to the knowledge about grammar by unsderstanding the rule.…”

Section: Explicit Knowledge To Raise Grammatical Awarenessmentioning

confidence: 99%

“…As Gozali & Harjanto (2014) in their study of grammatical awareness in the context of EFL kindergarten teacher mentioned that most of students in one particular private kindergarden school has higher speaking ability,but lack in grammatical competence. In different language skills, such as reading skills, there was also found that students grammatical awareness could affect students' reading outcome (Su'ib, 2009;Jafari & Rad, 2016).…”

Section: Introductionmentioning

confidence: 99%

Promoting Grammatical Awareness in English Language Teaching: Esp Context

Milawati

2021

prosodi

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Recently, English Specific Purposes is taking a crutial issue to be considered. Since the implementation of ESP is apropriate to the need of its studies, the English skills which required by students is getting growth. Indeed, grammar as one of language components which supports the language skills also changing as its usage. However, the implementation of the grammar usage in ESP, is not really proper to its context. This paper presents the possibilities factors behind its unproper usage and also some activities which raises students’ grammar awarenes . By knowing more about those issue will not only help the teacher to lead the students more effectively and properly in using the grammar, but it will also provide the teacher with a means of evaluating the teaching learning process and help the teacher to produce activities that will actually motivate the students to learn. Keywords: Grammatical Awareness, ESP, English Language Teaching

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The Influence of Phonological and Grammatical Awareness on EFL Students' Reading Performance

Cited by 8 publications

References 27 publications

The Grammatical Awareness of Student Teachers: The Case of an English Education Study Program in Indonesia

The Grammatical Awareness of Student Teachers: The Case of an English Education Study Program in Indonesia

A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

Promoting Grammatical Awareness in English Language Teaching: Esp Context

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