USING RHYMES TO HELP STUDENTS REMEMBER ENGLISH GRAMMATICAL RULES

Main Article Content

บุญเลิศ วงศ์พรม

Abstract

Grammar is a key component of the English language. Particularly in writing skill, it’s a tool to check whether the use of the language is grammatically correct. Grammatical rules are difficult to understand and remember. Traditionally, when teachers teach grammar, they normally teach the rules with an illustration or examples. That is why it is so difficult to remember them. Therefore, turning grammatical rules into rhymes is another option which can help students remember those rules, and make them feel confident and enjoyable in learning the grammar of the English language. The rhymes utilized may vary depending on appropriateness of the contents of the lesson.

Article Details

How to Cite
วงศ์พรม บ. (2018). USING RHYMES TO HELP STUDENTS REMEMBER ENGLISH GRAMMATICAL RULES. Sripatum Review of Humanities and Social Sciences, 13(2), 140–147. Retrieved from https://so05.tci-thaijo.org/index.php/spurhs/article/view/116789
Section
บทความวิชาการ

References

พระราชบัญญัติการศึกษาแห่งชาติ พ.ศ.2542 (แก้ไขเพิ่มเติม พ.ศ.2545). ราชกิจจานุเบกษา.สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน. 2551. แนวปฏิบัติการวัดและประเมินผลการเรียนรู้ : หลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พ.ศ.2551. (เอกสารอัดสำเนา).

Ackerman, D.S. and Gross, B.L. 2010. Instructor feedback: How much do students really want?. Journal of Marketing Education, 32, 2: 172-181.

Beaumont, C., O’ Doherty, M. and Shannon, L. 2011. Reconceptualising assessment feedback: a key to improving student learning?. Studies in Higher Education, 36, 6: 671-687.

Carless, D., Salter, D., Yang, M. and Lam, J. 2011. Developing sustainable feedback practices. Studies in Higher Education, 36, 4: 395-407.

Hattie, J. and Timperley, H. 2007. The power of feedback. Review of Educational Research, 77, 1: 81-112.

Hepper, E.G., Hart, C.M. and Gregg, A.P. 2011. Motivated expectations of positive feedback in social interactions. The Journal of Social Psychology, 151, 4: 455-477.

Jarzebowski, Ann-Marie. and Berg, J.P.R.V.D. 2012. When feedback is not enough: The impact of regulatory fit on motivation after positive feedback. International Coaching Psychology Review, 7, 1: 14-32.

Koka, A. and Hein, V. 2006. Perception of teachers’ positive feedback and perceived threat to sense of self in physical education: a longitudinal study. European Physical Education Review, 12, 2: 165-179.

Li, J. and Luca, R.D. 2012. Review of assessment feedback. Studies in Higher Education, 37, 1: 1-16.

Lizzio, A. and Wilson, K. 2008. Feedback on assessment: students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33, 3: 263-275.

Nicol, D. 2007. Principles of good assessment and feedback: Theory and practice. [online].

Nicol, D.J., Macfarlane-Dick, D. 2006. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31, 2: 199-218.

Pei, M. 2012. Teachers’ discoursal strategies in providing positive feedback to student responses: a study of four english immersion teachers in people’s republic of china. INTERNATIONAL EDUCATION, Spring: 110-126.

Zacharias, N.T. 2007. Teacher and student attitudes toward teacher feedback. RELC Journal, 38, 1: 38-52.