“I TEACH GRAMMAR AS I WAS TAUGHT”: IS IT THE VIEW OF ELT TEACHERS IN TURKEY?
DİLBİLGİSİNİ ÖĞRENDİĞİ GİBİ ÖĞRETMEK TÜRKİYE’DEKİ İNGİLİZCE ÖĞRETMENLERİNİN GÖRÜŞÜ MÜ?

Author : Ümran ÜSTÜNBAŞ
Number of pages : 8-16

Abstract

The question of how grammar should be taught has frequently been asked in language teaching, but there has been no agreed answer for this question yet. While discussion about how to teach it more effectively is still carrying on, it seems what really matters in teaching it is language teachers’ beliefs; also preferences for its teaching. Therefore, the factors influencing teachers’ preferences for an effective method to teach grammar are highly significant to develop efficient ways of language teaching. Regarding these background issues, this paper presents a study which addresses the factors for language teachers’ choice of an effective grammar teaching method. In order to collect data, ELT teachers were pooled as participants of the study and they were administered a questionnaire including items on their preferences for grammar teaching method as isolated or integrated following its validity and reliability analyses. Furthermore, their choices were associated with a number of background issues such as these teachers’ teaching and grammar learning experiences in order to better understand the factors effective in their preferred teaching method. As a result of statistical analyses, a number of findings that shed light on the extent of influence that background factors have on teachers’ language practices emerged. Thus, the current study offers a range of implications for an effective language teaching, specifically grammar teaching.

Keywords

grammar, teaching, ELT teachers, background issues.

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