The Role of Social Grammar Learning Strategies in Improving University Non-Departmental Students' Grammar Performance
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Abstract
Teaching the rules of English grammar at the level of university for the non-departmental students should be an ease task because the students learn English from the primary schools to secondary schools. This study aims to reveal the role of Social Grammar Learning Strategies (hence GLSs) in improving second grade male and female students' grammar performance at the Department of Arabic, College of Arts, Mustansiriyah University during the second semester of the academic year 2023-2024. The researcher suggested using teaching strategies that students were not exposed to in studying grammar during the primary and secondary stages for the purpose of developing the level of grammar. A proposed Social Grammar Learning Strategies based on the Imitation, Feedback, Joint attention, and Scaffolding strategies and pre-posttests were used to collect the data. The results revealed that the female students' performance was higher than the male students, and there was a statistical significance difference between the students of the experimental group and the students of the control group in the post- test achievement in grammar and for the favorite of students of experimental group. The study conclude that GLSs have positive effect on the non-departmental students' grammar performance, and learning via strategies that are familiar with the students' social life are very significant and consider lifelong learning.
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