Browsing by Subject "Teaching grammar"
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Item Effectiveness of Deductive and Inductive methods in Teaching Causative Verbs(Faculty of English Education, 2009) K.C., Dipak KumarThe present research entitled ‘Effectiveness of Deductive and Inductive Methods in Teaching Causative Verbs’ aims to find out the effectiveness of deductive and inductive methods in teaching causative verbs. The analysis was done in the government aided school of Dailekh district. The sample population of the study consisted of forty students of grade ten studying at Bhanu Secondary School, Kalbhairab–7, Dailekh. The researcher himself wasinvolved in the practical teaching for the purpose of carrying out the research.The tests (Pre and Post) were the major tools for data elicitation. The pre-test was administered before actual classroom teaching and the post-test was also administered after teaching the students for one month. The different sets of test items were used in the pre-test and the post-test. The test items were used for written test. There were also two types of questions for both tests i.e.multiple choice item and fill in the blank.The items were of forty and sixty marks respectively and contained forty questions each. On the basis of the result of the pre-test the students were ranked according to their individual scores then they were divided into two groups i.e. Group‘A’ and Group ‘B’ on the basis of odd and even number in their pre-test rank. Group 'A' was taught inductively whereas Group ‘B’ was taught deductively. Both groups were taught the same grammatical items, i.e. causative verbs using the same teaching materials which were prepared before actual classroom teaching. Each group was taught for one month, 6 days a week,one period a day and each period was of 45 minutes. After teaching causative verbs for one month, the post-test was administered. The results of the pre-test and the post-test were tabulated and analyzed group wise from different angles,i.e. comparison in general, item wise comparison, sex wise comparison, group wise comparison of boys and girls in different test items,content wise comparison in general and content wise comparison of boys and girls separately to achieve the objectives of the study. This study reveals that inductive method is more effective and more meaningful than deductive one in teaching causative verbs in English.Therefore, it is recommended that inductive method should be applied by the teachers to teach causative verbs in English in general. This thesis is divided in to four chapters. The first chapter introduces the study in terms of general background, importance of the English language,a brief account of ELT in Nepal, importance of grammar, teaching grammar, causative verbs, review of the related literature, objectives of the study,significance of the study and definition of the specific terms. The second chapter deals with the methodology adopted to carryout this research. It contains primary and secondary sources of data,sample population of the study, sampling procedure,tools for data collection, process of data collection and limitations of the study.The third chapter deals with the analysis and interpretation of the data .This chapter includes the analysis of the data .This chapter includes the analysis of the data in comparison of the performance of the students on the basis of different variables i.e. item wise, sex wise and content wise to find out the relative effectiveness of inductive or deductive method. The final chapter presents the findings and recommendations.Item Effectiveness of Individual and Pair Work Techniques in Teaching Grammar(Department of English Education, 2011) Paudel, ManojThis research entitled "Effectiveness of Individual and Pair Work Techniques in Teaching Grammar" is conducted to find out the effectiveness of Individual and pair work technique in teaching grammar in English language classroom. For this, I purposively selected a public school, Shree Kerwani Higher Secondary School from Rupandehi district. In order to collect data, both, primary and secondary sources used. All the data were collected through the test items prepared for pretest and posttest. Forty students of grade Eight were selected using simple random sampling procedure, were involved in this study. The students were divided into two groups, experimental group and controlled group. The main tools for data collection were test items. A pretest was administered before students were divided into two groups. Both the groups were taught for 24 days. The experimental group was taught by using pair work technique and the controlled group was taught by using individual work technique. After the treatment posttest was administered by using the same test items that were used in the pretest. After the analysis and interpretation of the data the experimental group which was taught by pair work technique excelled controlled group in all the test items. Thus, I can say that the pair work technique is more effective, interactive and interesting than individual work technique in teaching grammar in language classes. This research consists of four, chapters. The first chapter consists of the background of the study, review of the related literature, objectives of the study and significance of the study. The second chapter deals with the methodology used in the study. Which includes, sources of data, sampling procedure, tools for data collection, process of data collection and limitations of the study. Similarly, chapter three presents the analysis and interpretation of data. The fourth chapter includes, findings of the study and some recommendations on the basis of findings, Lastly, the references and appendices are included.Item Effectiveness of Inductive Method in Teaching English Adjectives and Adverbs(Faculty of Education Tribhuvan University Kirtipur, Kathmandu, Nepal, 2010) Balal, Rupa DeviThis research entitled “The Effectiveness of Inductive Method in Teaching English Adjectives and Adverbs” is an attempt to find out the effectiveness of inductive method in teaching English adjectives and adverbs. This study is an experimental in nature. I selected Chakreshwor English Boarding School through purposive non-random sampling procedure for data collection. To fulfill the objectives, I used the non-random sampling procedure for selecting the sample population. I administered pre-test after getting the approval from the concerned person in grade six. I taught at grade six by dividing the students into two groups for 25 days: Group ‘A’ was taught by using inductive method and group ‘B’ was taught by using deductive method. Finally, I administered the post-test in order to find out the progress of the students from the pre-test, and the difference between two groups, in the post- test, which are presented by using different tables. The achievement of the experimental group was found to be better than that of the control group in the post-test in terms of holistic and item-wise comparison in general. The main findings of this study was that teaching English adjectives and adverbs at grade six by using inductive method was more effective than teaching by using deductive method This study consists of four chapters. The first chapter deals with introduction which consists of general background, review of the related literature, objectives and significance of this study. Chapter two presents the methodology adopted for the study. This chapter comprises of sources of data, sampling procedure, tools for data collection, process of data collection and limitations of the study. Chapter three incorporates analysis and interpretations of data in terms of the difference between the average scores in percentage of each group in the pre-test and the post-test. Chapter four deals with the findings and recommendations based on this research. The findings were derived from the analysis and interpretation of the data. In the final section of the study, the references and appendices are included.Item Effectiveness of Oral Drill in Teaching Grammar(Central Department of Education Kirtipur, Kathmandu, Nepal, 2011) Lamsal, Pralhad ChandraThis research attends to find out the effectiveness of oral drill in teaching grammar. For this purpose, the researcher collected data from the students of grade five studying at Shree Satyawati Higher Secondary School, Damauli, Tanahun. The total number of students was forty and the students were given pre-test and post-test using the grammatical test items. A pre-test was taken to determine the proficiency of the students at entry point. Then they were divided into two groups on the basis of the odd - even ranking of their roll no. The posttest was administered after twenty-six days teaching using drill technique to group A (Experimental) and by using conventional way of teaching to group B (Control). After taking pre-test and post-test, their scores were tabulated and analyzed inters of average difference and its percentage. The pre-test and posttest results of the two groups (A and B) were compared to find out the effectiveness of drill technique. Finally, it was found that the group taught with using drill technique performed better than the group taught with conventional (usual) way of teaching. Hence, it is concluded from the study that drill technique has positive effective in teaching grammar Group A has increased its average percentage with 83.79 against group ‘B’ which has increased its average percentage with 64.09. The present study consists of four chapters. Chapter one consists of general background, review of related literature, objectives and significance of the study. Chapter two deals with the methodology of the study. It encompasses the sources of data, population of the study, sampling procedure, tools for data collection and limitation ot the study. Chapter three is concerned with the Analysis and interpretation of the collected data .The data were tabulated and analyzed on the basis of the test items. Chapter four consists of the major findings and recommendation made after the analysis of the data which follows references and appendices.Item Exploring Ways for Teaching Grammar Lessons at Secondary Level(Department of English Education, 2017) Subedi, PrakashTeaching grammar is one of the aspects of language teaching. Different methods such as teaching from rules, teaching from examples, teaching through texts have been employed to teach grammar since the past. Thus, this present study entitled “Exploring Ways for Teaching Grammar lessons at Secondary Level”aimed at exploring the practice ways for grammar teaching at secondary level in terms of; teaching prepositions, articles, tense, tags,causative verbs and subject verb agreement. This research was done to explore the practice ways for each of these grammatical lessons. Both the primary and secondary sources of data were used to carry out this research. Separate tools i.e questionnaire and classroom observation checklists were used to elicit the data. The result shows that most of the teachers use inductive ways to teach grammar lessons focusing on learner-centered techniques. The findings indicated that the teachers can use and select methods on the basis of level of the learners and context and nature of the text. This study comprises altogether five chapters. The first chapter is introductory part which includes background of the study, statement of the problems,objectives of the study, research questions, significance of the study,delimitations of the study and operational definition of the key terms.Similarly, second chapter includes the review of theoretical and empirical literature and its implications as well as the conceptual framework. In the same way, third chapter deals with the methods and procedures of the study under which design of the study, population sample and sampling strategy,research tools, data collection procedures, data analysis and interpretation procedures as well as ethical considerations are mentioned. Likewise, chapter four comprises analysis and interpretation of results.Chapter five includes summary of findings, conclusion and recommendations. Finally, the references and appendices are included.Item Grammatical exercises included in English textbook for grade nine(Department of English Education, 2022) Bohara, Gagan BahadurThe present study entitled ‘Grammatical Exercises Included in English Textbook for Grade Nine’ is an attempt to identify the grammatical exercises included in English textbook for grade nine. The study has incorporated all the grammar exercises in the textbook as a universe sample. The data was collected through using observation checklist as a tool. The sampling procedure was census sampling. Then, the data was analysed and interpreted descriptively. The study shows that every unit has grammatical exercises which are organized in a regular pattern-'Think and act', 'Study time' and 'put into practice'. Similarly, it has variety of grammatical exercises such as gap-filling, transforming, reformulation, explanation and composition. The sentence based exercises are prioritized in the textbook where gap-filling task types are relatively more included and composition exercises are also included in every unit that are helpful to enhance students' creativity, imagination and eventually communicative competence. This study has been divided into five chapters. The first chapter consists of introductory part. It deals with background of the study, statement of the problem, objectives of the study, significance of the study, delimitations of the study and operational definitions of the key terms. The second chapter incorporates the review of related literature, implications of the review for the study and conceptual framework. The third chapter includes methods and procedures of the study. The fourth chapter analyzes and interprets the data thematic descriptively. The fifth chapter presents the findings, conclusions and recommendations. The references are the concluding parts of the study.Item Novice Teachers' Experience and Perceived Challenges in Teaching Grammar(Department of English Education, 2018) Yadav, Manoj KumarThis research is as entitled Novice Teachers' Experiences and Perceived Challenges in Teaching Grammar. The main objectives of this study were to find out the experiences of novice English teachers in teaching grammar and their perceived challenges in teaching grammar. The sample populations of the study were selected by using purposive non-random sampling strategy. Forty secondary level novice English teachers of twenty different schools of Siraha district were taken as the respondents of the study. To fulfill the objectives, questionnaire was used as a tool to obtain the data. The collected data were analyzed in both descriptive and interpretative ways following simple statistical tools such as frequency count and percentage. The research findings showed that the novice teachers taught grammar by presenting rules and structure, pair and group activities, text-book exercises and providing texts for practicing grammar. Similarly, it has been found that more than 70 percent of the selected teachers perceived that they faced challenges in engaging students in pair and group work, role play, simulation, providing appriopriate materials, and contextualizing grammar items in grammatical errors. In the same way, they faced challenges in using the skills learnt in their college study, managing students' mother tongue, selecting and using supplementary exercises, managing classroom practice tasks, and using more inductive activities in the classroom. This study has been subsumed in five chapters. The first chapter consists of background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definitions of key terms. The second chapter deals with the review of related theoretical literature, review of empirical literature, implications of the study and conceptual framework. The third chapter deals with design of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedures and data analysis procedures. The fourth chapter consists of analysis of data and interpretation of results and the summary of findings. The fifth chapter consists of conclusion and recommendations. Recommendations have been presented in policy related, practice related and further research related. The final part of the study consists of references and appendices.Item Proficiency in the Use of Plurals(Faculty of English Education, 2013) Ghimire, Bal RamThe research work entitledProficiency in the Use of Pluralsaims at findingout the proficiency level of the students in the use of Plurals and compare theirproficiency in terms of items, school and area. The sample population of thestudy consisted of 120 students from grade eight of Palpa district. For that, sixdifferent schools (3 public and 3 private, 3 urban and 3 remote) were selectedpurposively. Twenty students (10 boys and 10 girls) from each school wereselected on the basis of simple random sampling procedure. A set of test-itemswas prepared on the basis of grade eight English Text-Book and GrammarBooks. The collected data were marked and tabulated very systematically.Then, analysis and interpretation were done on the basis of the tabulated data inaccordance with the set objectives. The overall proficiency of the students inthe use of plurals was found satisfactory. The students in private schools werefound better than the students in public schools. Similarly the students ofremote area were less proficient that of the urban area. The present study has contained into four chapters: Introduction, Methodology,Analysis and Interpretation, and Findingsand Recommendations. The firstchapter encompasses of general background, introduction to plurals, review ofrelated literature, objectives and significance of the study. Similarly, the secondchapter deals with the methodology adopted to carry out this research. Itcontains the source of data (both primary and secondary), population of thestudy and sample population, sampling procedure, tools for data collection,pilot test, process of data collection and limitations of the study. Likewise, thethird chapter deals with analysis and interpretation of data. This chapterconsists of four parts: analysis of the overall proficiency in the use of plurals,item wise analysis of the overall proficiency, comparison of the overallproficiency of different sexes andarea both within and between the public andprivate schools and schoolwise comparison of the total proficiency. The fourthchapter presents the findings and recommendations with the analysis andinterpretation of data carried out in chapter three. The final part of the thesis includes references and appendices.Item Role of Inductive Method in Teaching English Prepositions(Department of Education, 2015) Regmi, Tika RamThis thesis entitled “Role of Inductive Method in Teaching English Prepositions”is an attempt of the researcher to find out the role of inductive method in teaching English prepositions.To meet the objective of research, the researcher used purposive non-random sampling procedure for selecting the sample.The primary data was collected from the thirty students of Shree Nawa Kiran Vidya Mandir School of Jhapa district. The researcher set test items and administered to thirty students. Before starting the class, the students were pre-tested.Then there searcher introduced new situation and tried to intervene the existing situation. For this, the researcher started to teach English prepositions through the use of inductive method. The real teaching was taken for four weeks and progress test was administered in the interval of five days. After teaching four weeks,the post-test was under taken using the same pre-test items.The results of the pre-test, progress and post test were analyzed to determine the role of inductive method in teaching English prepositions.The average score of the students on the pre-test compared with the average score of students on the post-test was highly increased. Similarly,the average score of students on different progress test was also increased.Likewise, the average score of students on progress test compared with the average score of post-test was also highly increased .The findings of the study show that teaching prepositions through inductive method is effective and fruitful. The present study is divided into five main chapters and other sub-chapters. The first chapter deals with introduction. It consists of general background,statement of the problem,objectives,research questions, significance and delimitation of the study.The second chapter deals with there view of related literature.The third chapter is related to the methods and procedures of the study which includes design of the study,population, sample and sampling procedure, areas of the study,data/information collection tools, data collection procedures and data analysis and interpretation procedures.Similarly the fourth chapter consists of result and discussion. The last chapter includes summary, conclusion and implication.This chapter is followed by references and appendix.Item Role Of Inductive Method in Teaching English Prepositions(Department of Education, 2015) Regmi, Tika RamThis thesis entitled “Role of Inductive Method in Teaching English Prepositions”is an attemptof the researcher to find out the role of inductive method in teaching English prepositions.To meet the objective of research, the researcher used purposive non-random sampling procedure for selecting the sample.The primary data was collected from the thirty students of Shree Nawa Kiran Vidya Mandir School of Jhapa district. The researcher set test items and administered tothirty students. Before starting the class, the students were pre-tested.Then the researcher introduced new situation and tried to intervene the existing situation. Forthis, the researcher started to teach English prepositions through the use of inductive method. The real teaching was taken for four weeks and progress test was administered in the interval of five days. After teaching four weeks,the post-test was under taken using the same pre-test items.The results of the pre-test,progress and post test were analyzed to determine the role of inductive method in teaching English prepositions.The average score of the students on the pre-test compared with the average score of students on the post-test was highly increased. Similarly, the average score of students on different progress test was also increased.Like wise, the average score of students on progress test compared with the average score of post-test was also highly increased .The findings of the study show that teaching prepositions through inductive method is effective and fruitful. The present study is divided into five main chapters and other sub-chapters. The first chapter deals with introduction. It consists of general background,statement of the problem,objectives,research questions, significance and delimitation of the study.The second chapter deals with there view of related literature.The third chapter is related to the methods and procedures of the study which includes design of the study,population, sample and sampling procedure,areas of the study,data/information collection tools, data collection procedures and data analysis and interpretation procedures.Similarly the fourth chapter consists of result and discussion. The last chapter includes summary,conclusion and implication.This chapter is followed by references and appendix.Item Techniques Used by English Teachers in Teaching Grammar at Grade Twelve(Department of English Education, 2022) Chaudhary, Shiva KumarAvailable with full text