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Grammar, Usage, or Style? Rule Violations in Student Writing
... Another language feature which distinguishes academic writing from general-purpose writing is the use of specific grammatical features. These features are not very distinguishable from style in many language pedagogy publications (see Brinton, 1988;Holdich, Chung, & Holdich, 2004). These features are very significant because grammatical features are predictors of high-quality academic writing (Holdich et al., 2004). ...
One of the most significant event that had happened in the educational system of the
Philippines was the implementation of the mother tongue as a medium of instruction from kindergarten to grade three as stipulated in Republic Act 10533 otherwise known as the ―Enhanced Basic Education Act of 2013‖ (Dep Ed Curriculum Guide, Mother Tongue
(2013). This remarkable shift is part of the K to 12 basic education program which enhances the Philippine Basic Education System by strengthening its curriculum and increasing the number of years for basic education. The DepEd K to 12 Curriculum clearly states that if learners begin their education in the language they understand best-their mother tongue- and develop a strong foundation in their mother tongue develop strong literacy abilities in the school language. Hence, the study was undertaken to find out the impact of mother tongue or first language (L1) in the Performance of Junior High School Learners in Listening and Speaking Skills over a popular method, the immersion approach. The FLC-BP approach was used for two groups of respondents: Tagalog-English and Iloko-English while the immersion approach, the mandated traditional way of teaching English was the All English. The Pre-test and Post-test Control Group Factorial Design was used in the study. The statistical test utilized the ANCOVA with the Grade Six English Grades as covariate. The researcher found out that all respondents in the three classes showed a moderate level of performance in listening and speaking skills in the pre-test. In the administered post-test, the immersion 327 group, All English indicated a high level of performance in listening and moderate in speaking. The Tagalog-English indicated a high level of performance in speaking and the Iloko-English were moderate. Therefore, the use of first language will not only improve the quality of education, it will be the tool for learning and improving the learning of English.
Keywords: Socio Linguistics, Mother Tongue, Mother Tongue Based-Multilingual
Education, Macro Skills, Factorial Design, Philippines
... Another language feature which distinguishes academic writing from general-purpose writing is the use of specific grammatical features. These features are not very distinguishable from style in many language pedagogy publications (see Brinton, 1988;Holdich, Chung, & Holdich, 2004). These features are very significant because grammatical features are predictors of high-quality academic writing (Holdich et al., 2004). ...
Writing is essential in the teaching learning process. Students have the freedom to
express their thoughts and bring out their ideas in a unified and coherent composition
writing. It is in this way wherein they have all the options and permissions to express freely their minds out. Their experiences in the outside world are translated into words. These students are permitted to create a tone of freedom and independence of writing. The study commenced to determine the freshmen students’ writing proficiency on content, organization, vocabulary, language use and mechanics. There were two hundred seventy (270) of them coming from different sections. They were chosen at random and twenty (20) were taken from each class. Only the composition write ups of the students whose numbers are multiples of five (5) listed in the professor’s record were used. The descriptive survey method was used. It also partook the nature of documentary analysis. Students were found, specifically, to be weak in grammar; to have limited vocabulary; and to be poor in the mechanical aspects. They also found difficulty in expressing their ideas/messages clearly. They had limited background on said topic that caused them not to discuss thoroughly. This could be attributed to the fact that English is barely used as a foreign language in limited opportunities.
Keywords: English as a Foreign Language (EFL), Composition Writing, K to 12
Curriculum, MACRO Skills, Documentary Analysis, Philippines
... Another language feature which distinguishes academic writing from general-purpose writing is the use of specific grammatical features. These features are not very distinguishable from style in many language pedagogy publications (see Brinton, 1988;Holdich, Chung, & Holdich, 2004). These features are very significant because grammatical features are predictors of high-quality academic writing (Holdich et al., 2004). ...
This research was done to find out students and Lecturers’ Perceptions toward the Plan of Nursing English Material Development Based on Needs Analysis. The result of this research will be put into background of the next research in developing Nursing English material. A research method applied in this research was survey research. It was held at Nursing Study Program of Sekolah Tinggi Ilmu Keperawatan (STIK) Famika, Indonesia, in academic year 2017/2018. The samples of this research were 50 nursing students and 14 lecturers of STIK Famika. The research data were collected through a questionnaire and interview. All the samples of this research were involved to respond the questionnaire, and there were only 10 students and 5 lecturers who involved in follow-up the interview. The results of this research revealed that the mean score of students’ perceptions were 45.18 and lecturers’ perceptions were 43.43. Based on the both mean scores and interview data, it showed that both students and lecturers had very high perceptions toward the Plan of Nursing English Material Development based on needs analysis.
... Another language feature which distinguishes academic writing from general-purpose writing is the use of specific grammatical features. These features are not very distinguishable from style in many language pedagogy publications (see Brinton, 1988;Holdich, Chung, & Holdich, 2004). These features are very significant because grammatical features are predictors of high-quality academic writing (Holdich et al., 2004). ...
This research was done to find out students and Lecturers’ Perceptions toward the Plan of Nursing English Material Development Based on Needs Analysis. The result of this research will be put into background of the next research in developing Nursing English material. A research method applied in this research was survey research. It was held at Nursing Study Program of Sekolah Tinggi Ilmu Keperawatan (STIK) Famika, Indonesia, in academic year 2017/2018. The samples of this research were 50 nursing students and 14 lecturers of STIK Famika. The research data were collected through a questionnaire and interview. All the samples of this research were involved to respond the questionnaire, and there were only 10 students and 5 lecturers who involved in follow-up the interview. The results of this research revealed that the mean score of students’ perceptions were 45.18 and lecturers’ perceptions were 43.43. Based on the both mean scores and interview data, it showed that both students and lecturers had very high perceptions toward the Plan of Nursing English Material Development based on needs analysis.
... Another language feature which distinguishes academic writing from general-purpose writing is the use of specific grammatical features. These features are not very distinguishable from style in many language pedagogy publications (see Brinton, 1988;Holdich, Chung, & Holdich, 2004). These features are very significant because grammatical features are predictors of high-quality academic writing (Holdich et al., 2004). ...
Academic papers written by native and nonnative speakers of English can be differentiated easily. Some of the features that distinguish papers written by native speakers from those written by nonnative speakers are the levels of vocabulary, grammar, and style used in the papers. The current study aimed to identify differences between native and non-native speakers' academic writing in terms of vocabulary, grammar and voice. Data were collected from 20 papers. Ten papers were written by native speakers of English and published in the 298 ELT Journal, and the other ten were written by non-native speakers of English and published in the Asian EFL Journal. To determine whether a paper was written by a nonnative speaker of English, the introduction section of the paper was read by a native speaker. To find out whether a paper was written by a native speaker, the identity of the writer was checked. The researcher identified the types of main clauses and subordinate clauses in each sentence extracted from the papers. In addition, the vocabulary used in the papers was categorized into vocabulary levels based on the COCA/BNC and an Academic Word List. The results were compared statistically using a significance test with a significance level of 0.05 to determine differences in vocabulary, clauses, and voice between the two categories of academic writing. The results of the analysis revealed differences between the two speaker groups in the percentage of passive voice used, but not in clauses and vocabulary.
... In addition to satiric treatments such as Quinn (1980), an excellent analysis of prescriptivism in general appears in Nunberg (1983). Brinton (1988) discusses the application of prescriptivist rules to student writing. ...
The textbook was concerned almost exclusively with the analysis of lan-guage structure and use. In this chapter, we look at a different dimension of English linguistics, namely some of its applications, past and present. A discussion of all of the possible and actual applications of linguistics — to work in computers, speech pathology, and lexicography, among other things — is impossible here. We shall therefore restrict our discussion to applications in the area of language teaching. The chapter is divided into two parts. The first concerns teachers of students whose native language is English. The second concerns teachers of English as a second language (ESL). (While classrooms are not always exclusively of one sort or the other, the distinction made here follows a typical distinction made in school curricula.) In the first section, we will review the role of the study of language structure — its nature and its rationale — over the years, and some changes in that role. We will ask how the study of structure might be useful in the study of composition and literature in the typical English classroom; we will address the role of linguistics in informing the acrimonious debates over proper usage. In the second section, we look at the history of grammar instruction in second-language study and again ask how a knowledge of linguistics might inform the second-language teacher in the task of instructing developing speakers and writers. Some parallels in the history of these two types of instruction will soon become apparent: in both cases, the study of grammar has had strong advocates as well as detractors.
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