Abstract
This study investigated implicit versus explicit EFL grammar instruction by surveying the beliefs of university lecturers and students at the College of Languages and Translation at Al-Imam Mohammad Ibn Saud Islamic University/KSA regarding this significant issue. Many university lecturers who responded to the questionnaire instrument in the present study supported contextualized (implicit) grammar instruction. Likewise, open-ended questionnaire responses provided by a number of university students, at the above college, revealed that several students favored contextualized grammar instruction while explicit/conscious grammar instruction was the choice of a few of them. Meanwhile, a few students favored a combination of implicit and explicit grammar instruction. In light of the above findings, the author recommends the adoption of contextualized grammar instruction with appropriate attention be given to explicit grammar instruction.
Highlights
Grammar instruction, according to Ebsworth and Schweers (1997) traditionally had a core position in foreign and second language learning
This study investigated implicit versus explicit EFL grammar instruction by surveying the beliefs of university lecturers and students at the College of Languages and Translation at Al-Imam Mohammad Ibn Saud Islamic University/KSA regarding this significant issue
- University lecturers tend to encourage an integrative approach to teaching EFL grammar where grammatical input needs to be recycled via several language learning activities
Summary
Grammar instruction, according to Ebsworth and Schweers (1997) traditionally had a core position in foreign and second language learning. The kind of direct/ traditional grammar instruction has recently been questioned by many researchers, specialists and teachers who started to suspect the usefulness of swamping students with grammatical rules that may not aid them in communicating effectively with other language speakers using both verbal and written forms of communication. The context for the present study is the EFL grammar instruction at Al-Imam Mohammad Ibn Saud Islamic University/College of Languages and Translation (referred to as CLT). The purpose of this study is, to examine the current trend/s in grammar pedagogy at the above college and to discuss the relevant instructional and research implications
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