Abstract
The issue of learning strategies remains a complicated matter in the field of teaching English as a Foreign Language (EFL). Although the research has been intensive in the last twenty-five years, it is difficult to draw teaching strategies that fit learning contexts that vary greatly due to particular features of the learner. Furthermore, regarding grammar, teachers are even more convinced that it is their primary duty to lead and monitor the acquisition process in the classroom. The case of schools in Albania, where English is taught as a foreign language, shows that pupils who do well in proficiency tests, do not perform adequately in oral communication for the same grammatical knowledge. This papers aims to introduce a range of available grammar learning strategies for learners of EFL to use in the A2 and B1 levels. The material is accompanied by concrete examples of how grammar learning strategies can be included in lesson plans, based on textbook material. The aim is to render interested readers the awareness of the possible need to increase communicative grammar proficiency in learners of EFL by increasing their awareness of the range of means available to create long-lasting associations between the theory, acquisition, and correct usage of grammar. The earlier the attempts to create independent grammar learners, the sooner the opportunity exists for these learners to reach native-like grammar proficiency.
Highlights
In the context of learning English as a Foreign Language (EFL), most researchers (O’Malley & Chamot, 1990; Ellis & Barkhuizen, 2005; Cohen & Maroco, 2007; Knight & Lindsay, 2007) focus on teaching methods and learning strategies that enhance the proficient usage of language communicating patterns as close as possible to the standard version
In most literature sources related to linguistic skills, the teaching and learning of grammar is considered a means of promoting the linguistic growth of learners through structural organization of all other skills; only when both meaning and form are given sufficient attention is the acquisition in this context complete and learning outcomes reached (Tilfarlioglu & Yalçin, 2005, p. 158)
In spite of the time difference, this is still relevant in Albanian classes of EFL today; this paper will focus on ways of allowing a EFL teacher to design plans for grammar lessons that intertwine theoretic approaches in the category of grammar learning strategies (GLS) and which allocate classroom time for their practice
Summary
In the context of learning English as a Foreign Language (EFL), most researchers (O’Malley & Chamot, 1990; Ellis & Barkhuizen, 2005; Cohen & Maroco, 2007; Knight & Lindsay, 2007) focus on teaching methods and learning strategies that enhance the proficient usage of language communicating patterns (written and oral) as close as possible to the standard version. When the EFL learning environment is mostly constituted by classroom intercourse with minimum possibility existing for the learners to use the foreign language, the communication teacher and learner envisages teaching rather than learning as the target; this intercourse focuses on the results of tests or exams as documentary evidence of linguistic achievement of the learner In this respect, the linguistic knowledge that feeds this acquisition tends to be explicitly presented in a classroom context, by assigning the teacher the role of leader (a status that for many involves “professional safety” reasons that teachers have enjoyed for a long period and would not give up). In spite of the time difference, this is still relevant in Albanian classes of EFL today; this paper will focus on ways of allowing a EFL teacher to design plans for grammar lessons that intertwine theoretic approaches in the category of grammar learning strategies (GLS) and which allocate classroom time for their practice
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