Grammar Tests as a Motivational Tool for Grade 7 Students of Assumption College Thonburi (ACT)
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Volume one, Issue one
March 2011
Grammar Tests as a Motivational Tool for Grade 7 Students of Assumption College Thonburi (ACT) APINYA BOONMUSIK Assumption College, Thonburi, Thailand Bio Data: Apinya Boonmusik obtained her Bachelor of Education from Phranakhon Rajabhat University, and is currently taking courses in the Teaching English as an International Language (TEIL) Program, Faculty of Education, Shinawatra University. Her experience for teaching is over 20 years. She has been an instructor at Assumption College Thonburi from the year 2001 up to present. Abstract This study focused on the use of teacher-designed Grammar tests for assessing Student s’ grammar knowledge on certain topics after the same classroom learning experience. Traditional grammar tests are used with sample students to assess them along with two teacherdesigned tests. Test 1 is made up of multiple choice, arranging words into sentence, gap-fills, and competing the text of the sentence. Test 2 on the other hand is made up of the same test types but provided with colorful pictures, chart presentations, and simplified choices, it was found that students were more motivated in trying their best to answer all questions in test 1 and test 2. Introduction Learning grammar is somewhat difficult for many students. On the other hand, teaching grammar is a challenge to language teachers who have students who do not want to learn grammar. Therefore, teachers are challenged to make their grammar test as a motivational tool in learning English subject. Using the right kind of grammar question at the right time can be enormously important in giving us a clear understanding of our students' abilities, but teachers must also be aware of the limitations of each of these task or question types so that 25 | P a g e
Language Testing in Asia
Volume one, Issue one
March 2011
we use each one appropriately. Also be aware that the standard measure of assessment, which covers the content and purpose of the measure the same general purpose of the test. Just fine, but the contractor retained to test it as an inspiration to the recipient to test the positive attitudes that will affect the learning of English grammar. Some of these test types are: Multiple Choice, Transformation, Gap-filling, Cloze, and Error correction. In a Multiple question type there is a stem and various options to choose from. The advantages of this question type are that it is easy to mark and minimizes guess work by having multiple distracters. Multiple choice can be used to test most things such as grammar, vocabulary, reading, and listening. The student has to paraphrase the whole meaning of the sentence in the Transformation type. Review of Related Literature In a study conducted by W.W. Charters entitled Constructing a Language and Grammar Scale, (1992) “in the correction of language forms upon the language of levels without knowledge of grammatical rules and definitions, it was found that few teachers had definite information about the errors which their children made” (p.249).
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