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• W60424127 abstract "Abstract This paper describes the research conducted at Trakya University Foreign Languages Department with the aim of designing a specific grammar syllabus for the English in Use Course. The need for such a syllabus emerged due to the students' failure in the Use of English part of the final exam as they could not put their syntactical knowledge into use. Thus, a syllabus was designed; specific classroom techniques were developed to serve the purpose of the study, and as a result, considerable improvement was observed in the students' achievement in the final exam. Introduction Grammar has always been the focus of interest for linguists, applied linguists and even for scholars of other disciplines. It is an integral part of the language we use in everyday communication. As language teachers we can hardly fail to be aware of its impact on our EFL teaching. We can not deny that grammar is a major influence in syllabus design and the focal point of many classroom exercises. In the ELT Department of Trakya University, the students have to pass an English Proficiency test equivalent to Certificate in Advanced English (CAE). Language proficiency exams like CAE consist of five components. English in Use, one component of CAE, is the most difficult section for the majority of our students. Their background education in English enables them to know the grammar rules but they do not know how to put them in use. The importance of syllabus design has recently attracted the scholars and different views , i.e. process-oriented and product-oriented syllabus design have been put forward. In product-oriented syllabus, the focus is on the knowledge and skills which learners should gain as a result of instruction. In process-oriented syllabus on the other hand, the focus is on the learning experiences of students. In our case, for the English in Use Course, a carefully designed product-oriented syllabus was seen essential to achieve the desired goal by the end of the academic year. The research for this study was carried out in two stages: The Diagnostic Stage and the Therapeutic Stage. Techniques such as questionnaires, observations and tests were administered for collecting data. The first English Language Proficiency Test was compared with the final English Proficiency Test. The comparison of the pre- and post tests enabled us to see our success rate as researchers. The research was completed in two academic terms (6 months). The subjects were 24 preparatory class students of the ELT Department of Trakya University. CAE type proficiency test administered at at the beginning of the academic year suggested that the English in Use section was problematic. The English in Use test consists of three sections with six tasks: 1. Cloze test (multiple choice)- vocabulary cloze 2. Cloze test (no word given)- grammar cloze 3. Error correction 4. Formal / informal words- register transfer 5. Sentence completion-- phrase gap 6. Notes expansion-- expanding notes The subjects of the research showed failure in general in the Use of English section. However, compared to the other tasks, they scored better in the error correction part. Error correction task asks the students to find the spelling and punctuation mistakes or the unnecessary words. The students, being taught to be perceptive rather than productive during their secondary school education, find this task easier and score better in such type of exam questions. The data led the way to diagnose the general problems encountered by the students in the Use of English section of the pre-test as follows: () Insufficient knowledge of vocabulary which leads to comprehension problems, () Unfamiliarity with the test type which causes hesitation in the choice of correct answer, () Lack of training on register transfer which leads to confusion in the recognition of () formal and informal English, () Difficulty in expanding the notes which causes inefficiency in written expression. …" @default.
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• W60424127 date "2001-09-22" @default.
• W60424127 modified "2023-10-05" @default.
• W60424127 title "Use, Usage or Both in English Language Teacher Training Programmes? (Language Teaching & Learning)" @default.
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