Abstract
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.
Highlights
The study of the teachers’ perceptions on the role of grammar instruction is significant as teaching grammar has been an arguable issue and until now there is no clear cut, correct guideline that teachers can follow (Ellis, 2008)
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
Various studies have investigated the effects of grammar instruction on the second and foreign language learning process (Al-Qutaiti & Ahmad, 2018; Farrell, 2018; Harmer, 2007; Scrivener, 2005)
Summary
The study of the teachers’ perceptions on the role of grammar instruction is significant as teaching grammar has been an arguable issue and until now there is no clear cut, correct guideline that teachers can follow (Ellis, 2008). Various studies have investigated the effects of grammar instruction on the second and foreign language learning process (Al-Qutaiti & Ahmad, 2018; Farrell, 2018; Harmer, 2007; Scrivener, 2005). Some of these researchers believe that grammar instruction is essential to young learners (Higgs, 1985; Valette, 1991). Learners appear to fathom what their EFL teachers want to emphasize when they teach grammar points They have not reached the level where they can use the language automatically without having to think about grammar yet. Years of experience in teaching: Grades/ classes you are teaching :
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