EFL Teachers’ Perceptions of Grammar Instruction in Oman: Challenges and Recommendations
DOI:
https://doi.org/10.24113/ijellh.v7i12.10236Keywords:
: Grammar Instructions, Observations, Teacher Perceptions, Teaching GrammarAbstract
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.
Downloads
Download data is not yet available.
References
Al-Barwani, T .(2002). The International Conference on Secondary Education For The 21st Century. Bridging the gap between secondary education, higher education and the world of work. Muscat.
Al-Maqbali,., Mirza, C., Al Shahraki,E.(2019). Teachers’ Cognitions and Implementations of Inductive Grammar Teaching in Oman, Asian Journal of Language, Literature and Cultural Studies, 2(1),1-9.
Al-Mekhlafi, M, & Naji, I.(2013). Supervisors’ practices in improving student teachers’ grammar teaching strategies during practicum: a comparison of student teachers’ and supervisors’ views, Journal of Educational Research,2(1),6-17.
Al-Mutawa, N & Kailani, T.(1989). Methods of Teaching English to Arab students. Hong
Kong, Longman.
Al-Qutaiti, Y. & Ahmad.,I.(2018). Four EFL Teachers’ Beliefs and Practices of Grammar
Teaching in Oman: An Exploratory Case Study, International Journal of Research in Humanities, Arts & Literature,6 (12), 1-18.
Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System 40(2): 282-95.
Birch,B.(2014). English Grammar Pedagogy.ESL & Applied Lingusttics Professional Series,Califorbia State University,Fresno.
Borg, S. (2013). Teacher Research in Language Teaching :A critical analysis. English Australia Journal, 29 (2), 101-105.
Borg, S.(2018). Teachers’ Beliefs and Classroom Practices, The Routledge Handbook of
language Awareness, P. Garrett & J .M.Cots.
Burgess, J. & Etheington, S. (2002). Focus on the grammatical form: explicit implicit? Crystal, D. (2004).Making Sense of Grammar, Longman. Oxford University Press.
Ellis, R. (2008). The study of second language acquisition. Oxford, England : Oxford University Press.
Farrell, T.S. (2016). From Trainee to Teacher Reflective Practice for Novice Teachers,Sheffield , UK: Equinox Publishing.
Farrell, T . S.C.(2018).Research on reflective practice in TESOL. New York, NY: Routledge.
Garrrette, N. ( 1986). The problem with grammar: what kind can the language learner use?
Modern Language Journal, 70 (2), 133-148.
Giovanelli,M.(2015).Teaching Grammar Structure and Meaning, National Association for the
Teaching of English (NATE).
Higgs,T.(1985). Teacher grammar for proficiency. Foreign language Annals, 18, ( 4), 289-296.
Kumaravadivelu, B .( 1994). The post- method condition: emerging strategies for second/
foreign language teaching. TESOL, Quarterly, 28 (1), 27-48.
Kumaravadivelu, B. ( 2001). Beyond methods : Macro & Micro strategies for language
teaching. Yale University Press.
Larsen-Freeman, D,. & Anderson ,M.(2011). Techniques & Principles in Language
Teaching, third edition, Oxford University Press.
Lobeck, A & Denham,K.(2013). Navigating English Grammar: A Guide to Analyzing Real
Language , Wiley Blackwell.
Long, M & Robinson, P. (1998). Focus on form: theory, research and practice. Cambridge:
CUP.
Nurusus,E., Samad,A.,Adulrahman,S.,Noordin,N, and Rashid,J.(2015).Exploring Teachers’
Beliefs in Teaching Grammar, Universiti Putra Malaysia.
Richards, J. C. (2004). Towards Reflective Teaching, The Teacher Trainer, 1(2),1-5.
Richards, J.C.(2013).Creativity in language teaching, Iranian Journal of Language Teaching Research,1(3),19-43.
Schultz, R.(2001). Cultural differences in student and teacher perceptions concerning the role
of grammar instruction and corrective feedback: USA- Colombia.
Scrivener, J( 2005). Learning Teaching, Macmillan, second edition.
Thornobury, S.( 2007). How to teach grammar. Pearson Education, Oxford, UK.
Wenden, A.( 1986). What do second language learners know about their language learning? A second look at retrospective accounts. Applied Linguistics, 7(2),187-201.
Woods, D.( 1996). Teachers cognition in language teaching. Cambridge: CUP.
Valette, R. ( 1991). Proficiency and the prevention of fossilization-aneditorial. Modern
Language Journal, 3(25), 320-325.
Al-Maqbali,., Mirza, C., Al Shahraki,E.(2019). Teachers’ Cognitions and Implementations of Inductive Grammar Teaching in Oman, Asian Journal of Language, Literature and Cultural Studies, 2(1),1-9.
Al-Mekhlafi, M, & Naji, I.(2013). Supervisors’ practices in improving student teachers’ grammar teaching strategies during practicum: a comparison of student teachers’ and supervisors’ views, Journal of Educational Research,2(1),6-17.
Al-Mutawa, N & Kailani, T.(1989). Methods of Teaching English to Arab students. Hong
Kong, Longman.
Al-Qutaiti, Y. & Ahmad.,I.(2018). Four EFL Teachers’ Beliefs and Practices of Grammar
Teaching in Oman: An Exploratory Case Study, International Journal of Research in Humanities, Arts & Literature,6 (12), 1-18.
Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System 40(2): 282-95.
Birch,B.(2014). English Grammar Pedagogy.ESL & Applied Lingusttics Professional Series,Califorbia State University,Fresno.
Borg, S. (2013). Teacher Research in Language Teaching :A critical analysis. English Australia Journal, 29 (2), 101-105.
Borg, S.(2018). Teachers’ Beliefs and Classroom Practices, The Routledge Handbook of
language Awareness, P. Garrett & J .M.Cots.
Burgess, J. & Etheington, S. (2002). Focus on the grammatical form: explicit implicit? Crystal, D. (2004).Making Sense of Grammar, Longman. Oxford University Press.
Ellis, R. (2008). The study of second language acquisition. Oxford, England : Oxford University Press.
Farrell, T.S. (2016). From Trainee to Teacher Reflective Practice for Novice Teachers,Sheffield , UK: Equinox Publishing.
Farrell, T . S.C.(2018).Research on reflective practice in TESOL. New York, NY: Routledge.
Garrrette, N. ( 1986). The problem with grammar: what kind can the language learner use?
Modern Language Journal, 70 (2), 133-148.
Giovanelli,M.(2015).Teaching Grammar Structure and Meaning, National Association for the
Teaching of English (NATE).
Higgs,T.(1985). Teacher grammar for proficiency. Foreign language Annals, 18, ( 4), 289-296.
Kumaravadivelu, B .( 1994). The post- method condition: emerging strategies for second/
foreign language teaching. TESOL, Quarterly, 28 (1), 27-48.
Kumaravadivelu, B. ( 2001). Beyond methods : Macro & Micro strategies for language
teaching. Yale University Press.
Larsen-Freeman, D,. & Anderson ,M.(2011). Techniques & Principles in Language
Teaching, third edition, Oxford University Press.
Lobeck, A & Denham,K.(2013). Navigating English Grammar: A Guide to Analyzing Real
Language , Wiley Blackwell.
Long, M & Robinson, P. (1998). Focus on form: theory, research and practice. Cambridge:
CUP.
Nurusus,E., Samad,A.,Adulrahman,S.,Noordin,N, and Rashid,J.(2015).Exploring Teachers’
Beliefs in Teaching Grammar, Universiti Putra Malaysia.
Richards, J. C. (2004). Towards Reflective Teaching, The Teacher Trainer, 1(2),1-5.
Richards, J.C.(2013).Creativity in language teaching, Iranian Journal of Language Teaching Research,1(3),19-43.
Schultz, R.(2001). Cultural differences in student and teacher perceptions concerning the role
of grammar instruction and corrective feedback: USA- Colombia.
Scrivener, J( 2005). Learning Teaching, Macmillan, second edition.
Thornobury, S.( 2007). How to teach grammar. Pearson Education, Oxford, UK.
Wenden, A.( 1986). What do second language learners know about their language learning? A second look at retrospective accounts. Applied Linguistics, 7(2),187-201.
Woods, D.( 1996). Teachers cognition in language teaching. Cambridge: CUP.
Valette, R. ( 1991). Proficiency and the prevention of fossilization-aneditorial. Modern
Language Journal, 3(25), 320-325.
Downloads
Published
28-12-2019
How to Cite
Al-Qutaiti, Y. O., & Mohin, M. (2019). EFL Teachers’ Perceptions of Grammar Instruction in Oman: Challenges and Recommendations. SMART MOVES JOURNAL IJELLH, 7(12), 20. https://doi.org/10.24113/ijellh.v7i12.10236
Issue
Section
Article
License
https://creativecommons.org/licenses/by/4.0/
