Innovative methods for teaching verbs in english grammar

ABSTRACT

The paper deals with the methods used in teaching verbs in English grammar classes. In today’s grammar, a downturn is seen among the learners when it comes to learning grammar. The main reason behind this state is lack of innovative teaching in the classes. The teachers have to use various methods to teach the grammar rules. Grammar, by its nature, a boring part of English language. It always takes time for the learners to understand the concept and usage of grammar in any language. When it comes to English language, it is very important to learn the basics of grammar.
Since English is the universal language, it is necessary to learn its roots, i.e., grammar. To develop interest among the learners, the teaching process should get upgraded to their level of interest. The teachers have to use attractive methods to teach grammar. The effective teaching of grammar can be achieved when the classroom is very much interactive. The important component of English grammar is verbs.
The learners have to be fed with enough knowledge on the usage of verbs, which helps the learners in easy learning of verbs. To make the grammar class attentive, games help both the teacher and the learners. The games and activities should be in a way that it promotes interest among the learners towards grammar, especially verbs. This paper deals with the impressive and interactive methods to teach verbs.
The aim of this research is to investigate the effectiveness of teaching English grammar tense based on the concept of two English grammar tenses, past and present. The focus group is EFL/ESL¹ learners of English. Prior research in the area of EFL/ESL teaching reveals that a number of teachers, linguists, and publishers of EFL/ESL texts claim that there can be anywhere from two to 16 tenses in English. However, in the sphere of traditional grammar teaching, a number of educators and linguists argue conversely that there are just two tenses, past and present, which work in conjunction with two other

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grammar concepts, aspect and mood. To investigate the effectiveness of teaching two tenses, thirdyear EFL/ESL undergraduate students from an international university in Thailand were observed during a real-time course.

Ahead of comprehensive instruction and practice, the participants were given a pretest to evaluate their pre-existing knowledge of tense, aspect, and mood. Initial data showed that a majority of the participants had knowledge of 12 tenses with the “future tense” being among them. Initial results also showed that aspect and mood were relatively unfamiliar to the majority of the participants. At the end of the course, the participants were given a posttest which was identical to the pretest.
The difference in data between the pretest and posttest showed that the majority of the participants now had a firm grasp of the idea behind two grammar tenses and how aspect and mood can be looked at as separate entities from tense. The overall results indicate that teaching English grammar tense based on two tenses is a viable alternative that could lead students to have a clearer understanding of English grammar tense and how it is interconnected yet separate from both aspect and mood.
Keywords: English grammar, Verbs, interactive methods. tense, aspect, mood, form, two-tense approach, twelve-tense approach

EFL/ESL¹ - English as a second or foreign language is the use of English by speakers with different native languages. Language education for people learning English may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), English as a New Language (ENL), or English for speakers of other languages (ESOL). The aspect in which ESL is taught is referred to as teaching English as a foreign language (TEFL), teaching English as a second language (TESL) or teaching English to speakers of other languages (TESOL).

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