Enabling change in EFL teachers’ ideologies about grammar and grammar teaching through alternative pedagogies

System ◽  
2018 ◽  
Vol 72 ◽  
pp. 75-84
Author(s):  
Margaret Robertson ◽  
Shem Macdonald ◽  
Donna Starks ◽  
Howard Nicholas
Keyword(s):  
Grammar Teaching ◽  
Efl Teachers ◽  
Alternative Pedagogies

scholarly journals Proposing Structured Input Activities for Communicative Grammar Teaching

2019 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Sulistyani Sulistyani ◽  
Khoiriyah Khoiriyah
Keyword(s):  
Teaching Practices ◽  
Language Teaching ◽  
Target Structure ◽  
Structured Input ◽  
Grammar Teaching ◽  
Input Processing ◽  
Processing Strategies ◽  
Efl Teachers ◽  
Communicative Activities ◽  
Teaching Grammar

<p>Current views of language teaching suggest that grammar is included in communicative activities. The reason is that discrete grammar teaching fails to produce fluent speakers while pure communicative classroom fails to produce accurate speakers. This article aims to share a way of teaching grammar in meaning-focused instruction namely structured input activities consisting of referential activities and affective activities. The activities not only affect learners’ input processing strategies but also affect their underlying system in such a way to be able to incorporate the target forms in their output. Besides containing input that facilitates form meaning connections they also force learners to focus on the target structure and to process it for meaning. This practice is expected to provide EFL teachers with useful practical insight to enhance their teaching practices.</p>

scholarly journals An in-Depth Exploration of EFL Teachers’ Grammar Teaching Cognition

2020 ◽  
Vol 4 (2) ◽  
pp. 301
Author(s):  
Khalegh Setoodeh ◽  
Esmaeil Jadidi
Keyword(s):  
Recent Trend ◽  
Research Community ◽  
Grammar Instruction ◽  
Teaching Techniques ◽  
Grammar Teaching ◽  
Item Questionnaire ◽  
Efl Teachers ◽  
Professional Research ◽  
Role Of Teachers

L2 research, during the last two decades, has almost abandoned studying appropriacy of methodologies and techniques to focus more on the underlying derives for teachers’ pedagogical decision makings inside the class. Borg’s (2003) ideas of the role of teachers’ cognition in their adaptation and adoptation of teaching techniques and activities have noticeably influenced L2 professional research community. This study, in line with the recent trend, is designed and conducted to elicit EFL teachers’ grammar teaching cognition to have more comprehensive accounts of teachers’ behaviors in the class. In so doing, a Likert scale 25-item questionnaire developed by Naashia (2006) was administered to 177 Iranian EFL teachers. The results indicated that EFL teachers are currently more inclined toward communicative focus on grammar in which grammar instruction is marginalized to have learners naturally act out linguistics rules while performing communicative tasks. 

scholarly journals A Critical Review of Grammar Teaching Methodologies in the Saudi Context

2018 ◽  
Vol 11 (11) ◽  
pp. 65
Author(s):  
Abeer Sultan Althaqafi
Keyword(s):  
Second Language Acquisition ◽  
English Language ◽  
English Language Teaching ◽  
Educational Institutions ◽  
Grammar Teaching ◽  
Study And Teaching ◽  
Efl Teachers ◽  
Teaching Grammar ◽  
Changing Role

&lsquo;Grammar is the business of taking a language to pieces, to see how it works&rsquo; (Crystal, 1996, p. 6). The study of grammar has fascinated people for many years, especially in the field of second language acquisition (SLA). However, in recent years people became uncertain about its value. Consequently, some educational institutions ceased to teach it, others teach it very selectively (Crystal, 1996; Ellis, 2002). To know grammar means to know more about how to manipulate the parts of a sentence in order to provide a meaningful expression. Teaching grammar has been subjected to a tremendous change, particularly throughout the twentieth century. There has always been a development in thinking about the nature of language which has enabled people to see the point of the study and teaching of grammar. Also, there have been quite a number of adaptations of various methodologies of teaching grammar. This language component (grammar) has been always the centre of pedagogical attention. The aim of this project is to discuss the changing role of teaching grammar from a Saudi teacher&rsquo;s perspective, and to explore why some Saudi EFL teachers might wish to change their approach to teaching grammar and how they might do so. In addition, the following section will try to shed light on some of the salient grammar methods throughout the field of English language teaching (ELT) and provide some implications for EFL teachers and learners.

scholarly journals Teachers’ Beliefs versus Learners’ Beliefs in Grammar Teaching: Harmonizing Teaching and Learning for Adult Learners’ Improved Proficiency in English

2017 ◽  
Vol 6 (7) ◽  
pp. 130 ◽  
Author(s):  
Iftikhar Ahmad ◽  
Muhammad Sabboor Hussain ◽  
Noor Raha Mohd Radzuan
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Grammar Teaching ◽  
Efl Context ◽  
Proficiency Level ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teaching Learning

The study tends to explore the possible reforms to raise the proficiency level of the adult English as Foreign Language (EFL) learners. With this end in view, it investigates non-native EFL teachers’ beliefs in relation to adult learners’ beliefs in teaching grammar to university students in the Saudi Arabian EFL context. It finds out the harmony and disharmony between the teachers at the giving end and the taught at the receiving end to create a culture of awareness and to build a better teaching-learning environment. The study tries to fill the existing research gap as no previous research has tried to find out the solution to the problem from this angle. The main data collection tools are two five-point Likert-scale questionnaires, administered to 70 non-native EFL teachers and their 80 adult students. Teachers and learners have been selected based on stratified random sampling. Quantitative data have been analyzed using the statistical package for social sciences (SPSS). The major findings of the study are that there is discrepancy in the grammar teaching beliefs of the EFL teachers and the taught and there is a communication gap between them which result into low English proficiency level of the EFL adult learners.  Eventually, pedagogical implications of the lack of harmony between the teachers’ teaching creeds and the learners’ learning demands/expectations are provided for effective grammar teaching and better EFL classroom environment. The study recommends a better communicative harmony in both the stakeholders to bring reforms in adult education in EFL context.

scholarly journals Effective Foreign Language Teaching: a Matter of Iranian Students’ and Teachers’ Beliefs

2011 ◽  
Vol 4 (2) ◽  
pp. 46 ◽  
Author(s):  
Mahyar Ganjabi
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Efl Students ◽  
Computer Based ◽  
Iranian Students

This paper reports on a study that investigated the beliefs about language learning of 120 Iranian EFL students and 16 EFL teachers. The primary aim of the study was to reveal whether there was any difference between the beliefs of Iranian students and teachers regarding different aspects of language learning such as grammar teaching, error correction, culture, target language use, computer-based technology, communicative language teaching strategies and assessment. Data were collected using a 24-item questionnaire. It was concluded that there were some differences between the Iranian students’ and teachers’ beliefs regarding what procedures were most effective in bringing about language learning. Discussion of the findings and implications for further research are also articulated.

scholarly journals EFL Teachers’ Perceptions of Grammar Instruction in Oman: Challenges and Recommendations

2019 ◽  
Vol 7 (12) ◽  
pp. 20
Author(s):  
Yaqoub Obaid Al-Qutaiti ◽  
Mohaida Mohin
Keyword(s):  
Grammar Instruction ◽  
Teachers Perceptions ◽  
Grammar Teaching ◽  
Efl Teachers ◽  
Teacher Trainers ◽  
Teaching Grammar ◽  
Practical Recommendations

Teachers of English and other concerned educators try hard to make their students be fluent and accurate users of English. In order to achieve that aim, they should ensure that they have students who rarely or never make language errors. During their studying period, students must see the difficulties, challenges, and rewards of using the language correctly and accurately. They have to obtain a better understanding of how language is structured and interconnected logically. More importantly, EFL teachers and other educators should enhance the idea of how students can use correct English in their lives inside and outside classrooms. The main purpose of this study is to investigate EFL teachers’ perceptions pertaining to grammar teaching, correction of students’ grammatical mistakes and the challenges that are prevalent when teaching grammar in the Omani context. In addition, the study advocates some practical recommendations to EFL teachers, supervisors, teacher trainers, curriculum developers and assessment officers ascribed to grammar teaching.

Investigating EFL Teachers’ Beliefs Concerning Teaching Grammar of “SUNRISE” Curriculum in Duhok High Schools

2020 ◽  
Vol 9 (2) ◽  
pp. 253
Author(s):  
Abbas Z. Malla ◽  
Nawzar M. Haji
Keyword(s):  
High School ◽  
High Schools ◽  
Data Collection ◽  
Foreign Language ◽  
English As Foreign Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Beliefs About Teaching ◽  
Teaching Grammar

This research studied English as Foreign Language (EFL) teachers’ beliefs towards grammar teaching of Sunrise curriculum in Duhok high schools. The study aimed to investigate teachers' beliefs about teaching grammar of Sunrise curriculum, identifying the practices that English teachers prefer to use in teaching grammar, and the difficulties that they face in grammar teaching classes. The participants were in-service EFL teachers of Duhok governorate high schools. Questionnaires and interview were the two instruments used for data collection. The results showed that high school EFL teachers in Duhok do indeed possess a set of excellent beliefs, but their practices are not compatible with their beliefs for various complicated reasons.

scholarly journals Teaching Grammar: Professional Needs of Saudi EFL Instructors

2020 ◽  
Vol 10 (3) ◽  
pp. 14
Author(s):  
Anas Almuhammadi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching Methods ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
English Grammar ◽  
Professional Needs ◽  
Efl Teachers ◽  
Teaching Grammar

Grammar teaching has been a long tradition in EFL instruction in various parts of the world and Saudi Arabia is no exception to this. However, various approaches to teaching grammar have emerged over a period of time. For this, professional development (PD) programs are designed to meet the EFL teachers&rsquo; needs by enabling them to use a range of approaches and techniques. To do this successfully, professional needs analysis of teachers is essential. The present study investigates the beliefs of teachers regarding the use of various teaching approaches for grammar teaching and their need for professional development (PD). Questionnaire survey was conducted among 50 randomly chosen EFL teachers at a public sector university. The results showed that EFL teachers deem grammar as a foundational framework for teaching English as a foreign language. Furthermore, grammar is thought to be a major factor in developing accuracy and correct use of EFL. Moreover, the teachers have the theoretical knowledge of various grammar teaching methods using TBL, PBL and CLT. However, they need to develop practical skills for grammar instruction. Thus, the study recommends that the universities in Saudi Arabia need to arrange regular PD programs so that the EFL teachers with modern methods to teach English grammar successfully.

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