Abstract
The study intends to explore how the tensions, debates and beliefs about grammar teaching are adjudicated by a communicative English skills teacher to inform his practices. To that end, the researcher investigated an EFL teacher’s beliefs and classroom practices’ on the teaching of grammar in DMU. The data gathering instruments used were observation and semi structured interview meant to assess the way grammar is taught and uncover the underlying beliefs towards the teaching of grammar. The teacher is assumes contextualizing grammar items and using situations is a good thing in learning grammar while he also believes explicit grammar instruction might be appropriate only in lower grades. Regarding elements /dimensions of grammar to be taught and techniques and activities to be used the teacher believes that he has to dwell on the harmonized materials surfacing lack of awareness about the semantic, syntactic and pragmatic trinities. In the actual classroom, the teacher hardly created a context where their communicative needs necessitated the grammar structures. The teacher adopted PPP and situations and contexts were not created. The presentation stage took much time and effort followed by the practice, but no time for production resulting in absence of integration of skills. The teacher emphasized the structural aspect of grammar items more and syntactic and pragmatic aspects less going The discrepancies between the beliefs and practices are significant though not enormous. Though the teacher believes in creating context for grammar teaching the observations didn’t prove this. The essence of and principles of PPP is of little importance these days as proved in research. Moreover, the emphasis on form and use can’t guarantee an effective grammar lesson. Based on these findings the researcher recommends further investigation of the issue encompassing students’ views and larger samples. DOI : 10.7176/JLLL/59-01 Publication date : August 31 st 2019
Highlights
The teacher is assumes contextualizing grammar items and using situations is a good thing in learning grammar while he believes explicit grammar instruction might be appropriate only in lower grades
The first argument is the goal of grammar teaching which is achieving a better fit between grammar and communication, it is not helpful to think of grammar as a discrete set of meaningless, decontextualized, static structures
This study investigated and compared the beliefs and actual instructional practices of an EFL instructor currently teaching the course communicative English skills in the department of English language and literature of Debre Markos University
Summary
The teacher is assumes contextualizing grammar items and using situations is a good thing in learning grammar while he believes explicit grammar instruction might be appropriate only in lower grades. Regarding elements /dimensions of grammar to be taught and techniques and activities to be used the teacher believes that he has to dwell on the harmonized materials surfacing lack of awareness about the semantic, syntactic and pragmatic trinities. 1. INTRODUTION Traditionally, grammar teaching is viewed as the presentation and practice of grammatical structures. INTRODUTION Traditionally, grammar teaching is viewed as the presentation and practice of grammatical structures This involves any the use of different instructional techniques that draw learners’ attention to some specific grammatical form in such a way that it helps them either to understand it meta linguistically and/or process it in comprehension and/or production so that they can internalize it. Larsen Freeman (2014) underline that three dimensions must concern grammar teaching: structure or form, semantics or meaning, and the pragmatic conditions governing use
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