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UNIVERSITY OF GJAKOVA “FEHMI AGANI”
FACULTY OF PHILOLOGY
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
DIPLOMA THESIS
Teaching English Grammar in EFL Classroom
Mentor: Candidate:
Prof. Ass. Dr. Shqipe Husaj Erza Morina
Gjakovë, 2018
UNIVERSITY OF GJAKOVA “FEHMI AGANI”
FACULTY OF PHILOLOGY
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
DIPLOMA THESIS
Teaching English Grammar in EFL Classroom
Mentor: Candidate:
Prof. Ass. Dr. Shqipe Husaj Erza Morina
Gjakovë, 2018
UNIVERSITY OF GJAKOVA “FEHMI AGANI”
FACULTY OF PHILOLOGY
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
DIPLOMA THESIS
Teaching English Grammar in EFL Classroom
Mentor: Candidate:
Prof. Ass. Dr. Shqipe Husaj Erza Morina
Gjakovë, 2018
Copyright statement
I, Erza Morina with full responsibility do declare that this Bachelor thesis is my personalwork.
All data presented in this thesis are collected in the field, carefully analyzed andprocessed by me.
Ideas and definitions expressed in the theoretical part are all quoted orgiven the author's
references. I have given the best of me not to leave things incited orwithout reference. No one is
perfect, oversights are possible but, not to my knowledge.So, I honestly and with responsibility
declare that this is an original work and neverpublished before.
Abstract
For many years, the role of grammar in foreign language teaching was one of the most discussed
topics among language researchers. Studies and findings in this field have revealed that after a
relatively long period of an exaggerated underestimate, grammar stands now where it should.
This paper attempts to explore some Kosovar EFL teachers’ perceptions of the role of grammar
knowledge and grammar instruction during English lesson. Furthermore, it shows which
methods of teaching are more used and the ways and methods of making English grammar
learning more comprehensible to the students. It also explores shortly the learners’ attitudes
towards grammar instruction in the classroom and how it affects their proficiency in the target
language.This study findsthat teachers and pupils consider grammar as an important aspect when
learning a language. EFL teachers in primary and junior high schools in Gjakova believe that
grammar should be taught systematically, and inductively in order to acquire a foreign language.
Keywords: English as Foreign Language (EFL), grammar, grammar teaching, EFL classroom,
method/approach.
Abstrakt
Për shumë vite, roli i gramatikës në mësimin e gjuhëve të huaja ishte një nga temat më të
diskutuara midis studiuesve të gjuhëve. Studimet dhe gjetjet në këtë fushë kanë zbuluar se pas
një periudhe relativisht të gjatë të nënvlerësimit të ekzagjeruar, gramatika tani qëndron aty ku
duhet. Ky punim përpiqet të shqyrtojë disa perceptime të mësuesve kosovarë të gjuhës angleze
për rolin e njohurive gramatikore dhe mësimdhënies së gramatikes gjatë mësimit në gjuhën
angleze. Për më tepër, tregon se cilat metoda të mësimit janë më të përdorura dhe mënyrat e
aktivitetet për të bërë mësimin e gramatikës së gjuhës angleze më të kuptueshme për nxënësit.
Gjithashtu, shqyrton shkurtimisht qëndrimet e nxënësve ndaj mësimit të gramatikës në klasë dhe
si ndikon në aftësimin e tyre në gjuhën e synuar. Ky studim zbuloi se mësuesit dhe nxënësit e
konsiderojnë gramatikën si një aspekt të rëndësishëm kur mëson një gjuhë. Mësimdhënësit e
gjuhës angleze në shkollat fillore dhe të mesme të ulëta të Gjakovës besojnë se gramatika duhet
të mësohet në mënyrë sistematike dhe induktive në mënyrë që të përvetësohet një gjuhë e huaj.
Acknowledgment
There have been many people who walked alongside with me during these last four years and I
would like to thank all of them.
First, my family deserve a dozen thanks for their support in every single manner. Thank you for
believing in me and encouraging me to give my best. Having you in my life is just a blessing.
I would also like to thank all the EFL teachers and pupils in primary and junior high schools in
Gjakova who took time to participate and complete my questionnaires.
Last but not least, I would like to show my admiration and gratitude to my supervisor, Shqipe
Husaj, who has excellently, and patiently guided me through the process of writing this thesis.
Thank you for your valuable ideas and encouragement.
List of abbreviations
CLT – Communicative Language Teaching
DM – Direct Method
EFL – English as Foreign Language
FL – Foreign Language
L1 – First Language
L2 – Second Language
MEST – Ministry of Education, Science and Technology
SLA – Second Language Acquisition
TL – Target Language
TPR – Total physical response
List of charts, figures and tables
Chart 1. Which teaching method do you use during EFL classroom?
Chart 2. In which way do you present new grammatical structures to the pupils?
Chart 3. Which teaching aids do you usually use for the presentation and practicing grammar?
Chart 4. Teaching grammar helps in developing listening, reading, speaking and writing skills.
Chart 5. Do you always present grammar and give instructions in English only during thelessons?
Chart 6. Grammar knowledge is essential to learning a foreign language.
Chart 7. Grammar structures help me to understand better while reading, writing, listening and
speaking.
Chart 8. Exercises and activities done in the classroom to practice grammar help me to learn it
better.
Chart 9. I think I have improved that the teacher speaks in English during lesson.
Chart 10. I think I learn when the teacher corrects the error I or my fellow students make in the
class.
Figure 1: The deductive approach
Figure 2: The inductive approach
Table 1. Learning and Acquisition Differences
ContentsCopyright statement ........................................................................................................................................
Abstract..........................................................................................................................................................
Abstrakt .........................................................................................................................................................
Acknowledgment...........................................................................................................................................
List of abbreviations .....................................................................................................................................
List of charts, figures and tables..................................................................................................................
Chapter I. Introduction ..............................................................................................................................1
1.1 Purpose...............................................................................................................................................2
1.1.2 Aims and objectives ...................................................................................................................2
1.2. Research Questions ..........................................................................................................................2
1.2.1 Hypothesis................................................................................................................................... 2
Chapter II. Literature review ....................................................................................................................3
2.1 Second Language Acquisition .......................................................................................................... 3
2.2. Teaching English as a Foreign Language ......................................................................................5
2.3 What is grammar? ............................................................................................................................6
2.3.1 Theoretical grammar .................................................................................................................7
2.3.2 Functional Grammar .................................................................................................................7
2.3.3 Pedagogical grammar ................................................................................................................8
2.4. An Overview of Grammar Teaching..............................................................................................8
2.4.1. Inductive and Deductive Approach.......................................................................................10
2.5 Methods and approaches................................................................................................................12
2.5.1. Grammar-translation Method ...............................................................................................12
2.5.2. The Direct Method ..................................................................................................................13
2.5.3. Audio-Lingual Method ...........................................................................................................13
2.5.4. The Oral Approach – Situational-Structural Approach .....................................................14
2.5.5. The Silent Way ........................................................................................................................15
2.5.6. Total Physical Response .........................................................................................................15
2.5.7. Community Language Learning............................................................................................16
2.5.8. Communicative Language Teaching .....................................................................................16
2.5.9. Task-Based Learning Approach............................................................................................17
2.5.10 Suggestopedia .........................................................................................................................17
2.6. First language use in EFL teaching ..............................................................................................18
Chapter III.................................................................................................................................................19
3.1 Research Methodology, Techniques, and Instruments................................................................19
3.1.1 Research Methods ....................................................................................................................19
3.1.2 Instruments used ......................................................................................................................19
3.1.3 Research Population ................................................................................................................19
3.2 Limitations.......................................................................................................................................20
Chapter IV. Analysis of the data collected ............................................................................................21
4.1. Teachers’ responses .......................................................................................................................21
4.2. Students’ responses ........................................................................................................................26
Chapter V. Conclusion .............................................................................................................................29
References..................................................................................................................................................31
Appendix....................................................................................................................................................34
Appendix 1.............................................................................................................................................34
Appendix 2.............................................................................................................................................36
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Chapter I. Introduction
Ever since I can remember I have been interested in learning grammar, so my choice of subject
for this thesis was fairly easy. Language is essential in expressing the feelings, thoughts, and
perceptions and plays an important role in the development of personality, social and cultural
identity as well as for communication. By learning a foreign language, students understand better
different aspects of culture and point of views of every people in the society. Nowadays,
teaching English language has become a complex task and requires teachers to have
multidimensional skills. Recently, in Kosovo, the teaching of English from the first grade has
become a priority for Ministry of Education paying special attention to learning foreign
languages. This attention came as a need for direct communication with the world in various
scientific fields as well as for a quality of translation.
When learning a language, grammar plays an important role. The position that grammar should
have in L2 teaching and learning changed over the years. The researches made resulted in
teaching approaches and methods whose role has been either overestimated or completely
downplayed. According to Ellis (2002), grammar had an important role in language teaching
methods and approaches such as Grammar-Translation and Audio-Lingual methods and has been
closely related to language learning. On the other hand, with the upbringing of the Natural
Approach (Krashen, Terrell, 1983), grammar instruction was excluded from language classroom.
However, in order to communicate with one another, we should be capable of presenting
appropriately what we want to say, make the message interpersonally relevant to what has been
said before. This can be done by selecting proper process types, participants, tenses, moods,
modalities, theme, and reference. (Lock, 1996) In other words, it can be understood that
grammar lies at the very heart of communication.
Batsone (1994) asserts that “language without grammar would be chaotic: countless words
without the indispensable guidelines for how they can be ordered and modified”. In addition,
according to Nunan (1991), grammar makes us able to “understand”. After an unfavorable
period, the teaching of grammar is back nowadays in the foreign language. Without grammar
knowledge, the communication becomes impossible after a certain level.
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1.1 Purpose1.1.2 Aims and objectives
The aim of this study is to study the role of grammar knowledge and grammar instruction during
English lesson in primary and junior high schools in Gjakova.To satisfy this aim, we will further
explore four different areas:
1. The teaching methods/approaches in EFL classroom
2. Teachers and pupils’ attitude toward teaching grammar and its importance
3. The actual methods used to teach and learn grammar in classroom
4. The use of native and target language in classroom.
In order to confirm these four areas, certain questionnaires will be distributed to teachers and
pupils to find out their attitudes toward grammar teaching/ learning as well as teachers’ practice
of grammar in EFL classroom.It is expected that this thesis will examine the ways of grammar
teaching and learning and its importance in EFL classroom. This thesis will also evaluate if the
use of both native and target language during the lesson helps in the learning process.
1.2. Research Questions
To meet my goal, this paper is based on four questions mentioned below:
1. What is the role of grammar in Foreign Language teaching?
2. Which methods and techniques does a teacher use in EFL classroom?
3. Which are the most used aids when teaching English grammar?
4. Is the target language use always necessary when teaching grammar and giving instructions?
1.2.1 Hypothesis
To provide a clear picture of which teaching methods are used in EFL classroom and the
importance of grammar, the following hypothesis were formulated:
1. Grammar plays a crucial role in EFL teaching developing the four skills including
writing, reading, speaking and listening.
2. There is a variety of grammar instruction methods used in EFL classroom.
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Chapter II. Literature review2.1 Second Language Acquisition
The second language includes any languages other than learner’s native language. According to
Spolsky’s general theory (1989), knowing a language is knowing its rules and people learn more
than one language differently from each other in the society. In order to form new sentences and
express thoughts, one should know the rules to create them. The language social context provides
the opportunities to learn in both ways, formal and informal. In the process of learning L2, an
important role plays motivation including personal characteristics such as background
knowledge, both linguistic and nonlinguistic aspects, then the learner’s personality and
capabilities. All these factors such as age, personality features, language learning style, and
background knowledge indicate the ways how the learner uses the learning opportunities
available to him. (Spolsky,1989 as cited in Mitchell & Myles, 2001)
Krashen's theory of second language acquisition (1982) consists of five main hypotheses.First,
Acquisition-Learning hypothesis is the most widely known among linguists and language
researchers.Language acquisition is a similar process as when children learn their first language.
People that acquire a language only know the fact that they are communicating by using the
language. Language learning is another process of developing competence in a second language.
The acquisition is described as implicit or informal learning whereas some synonyms of learning
are explicit learning or formal knowledge of a language.
Learning Acquisition
Conscious process Sub consciousness process
Knowing the rules Picking up the learning
Results in accuracy Results in accuracy and fluency
Formal, traditional teaching helps Formal, traditional teaching does not help
Available for correction Available for automatic production
Table 1. Learning and Acquisition Differences
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Then, in Natural Order Hypothesis, some structures of the language are acquired easier and faster
regardless of the order of presentation. This hypothesis deals with the students’ mistakes which
are made as a reason of not acquiring the structures completely especially the late ones. But, for
their correction, we need to provide more examples of those constructions.
Krashen’s SLA theory was originally known as the Monitor Theory.It shows how acquisition
and learning are used in very specific ways. Normally, acquisition deals with our fluency. On the
other hand, learning has only the function as a monitor or editor. This hypothesis includes three
types of monitor users. The first users are called over-monitor who always verify their sentence
based on what they have learned. They speak with confidence even though sometimes not in a
coherent way. Then, we have Under-monitor users who are concerned only about the meaning
of their structures and are usually very talkative. The last type is Optimal monitor users who use
the monitor only when needed. They use both the learned and acquired competencies together by
modifying the grammar of their native language to English.
The Input hypothesis is only concerned with the acquisition. Krashen (1982) says that people
acquire a language by understanding the message or what he calls comprehensible input. Acquire
is made when we go from input to production. Between these two is an interval called the silent
period. During these time, learners don’t create new sentences but try to understand the
structures properly. In other words, the learner advance when the input is one step beyond his/her
capability of structures.
The last hypothesis is the Affective Filter Hypothesis. Based on Krashen’s view (1982), there are
some “affective variables” that take part in a second language acquisition such as motivation,
self-confidence, and anxiety. The second language is better acquired with high motivation, self-
confidence and a low level of anxiety.The input hypothesis defines the language teacher in a new
way as a person who supplies pupils with input and helps to create an environment with low
anxiety.(Krashen, 1982)
According to Krashen (1982), for a language acquisition, teaching of grammar can be used only
when students are attentive to the subject and the target language is used for construction. Only
in these cases, the study of grammar is important for language acquisition and the teacher is able
to introduce new definitions on the target language.
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In addition, in the learning process of a second language, errors are a natural part of it. Students
usually make errors when using the second language believing that the system of rules is the
same as in their native language. Besides, a group of students are used to overgeneralize a rule as
a result of which they make “developmental errors”. (Harmer,1998)
Correction helps them to understand the meaning and structure of a language. When describing
the techniques for providing correction, we can distinguish teachers correction, self-correction,
and peer correction. It is the teacher’s job to correct students when they use inappropriate
structures either straightaway or at the end. However, teachers sometimes can try to make the
student understand when something goes wrong and correct themselves or ask other student to
help each other.
2.2. Teaching English as a Foreign Language
English language is widely taught in many countries. There were conducted many types of
researches in order to raise English and foreign language teachers’ knowledge and possibilities to
make an effective lesson in the environment where English is learned. English teaching can be
presented as Teaching English as a Second Language (TESL), Teaching English as a Foreign
Language (TEFL), and Teaching English as Other Language (TESOL). The main reason of
learning English as a Foreign language in Expanding Circle may be only for passing the exam as
it is necessary for being accepted in an educational institution or for career advances in
institutions that see English as a priority. In addition, people outside English-speaking countries
can also use English when traveling or any form of communication in a multilingual community
or even in internet interaction. (Lin & Chien, 2010)
English as Foreign language has been taught for a long time by non-native speakers. But,
teaching of EFL by native speakers is a recent occurrence. According to Haycraft (1988,cited in
Andrews,2000), in the early years, EFL teaching was not known as profession. The private
language schools where not taken seriously and the teachers of EFL were considered as
unprofessional figured in part-time jobs on summer courses. Later, in order to boost the
competences of the native-speaker teachers, various training courses were held such as RSA
certificate (later Diploma) in 1967. But, even after such developments, there are still times when
native-speaker teachers are less prepared than the non-natives.
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A great number of native-speaker teachers of EFL haven’t studied Education or even the subject
that they teach. (Andrews,2000). In other words, non-native teachers EFL in some cases are
even better prepared for teaching a foreign language as a subject in schools, or language courses.
In Kosovo, the program for English language will emphasize the importance of experiencing
language in context. From 2005, English language is an obliged subject from third class in
primary school whereas recently, English is introduced from the first grade which is a priority of
the Ministry of Education.(Curriculum Framework,2011) During this first key stage which
includes the 1st and 2nd grade, English is acquired through play, drawing, and song, then continue
in later stages with reading and writing.
According to MEST (2017), during the English language program, different kinds of knowledge,
skills, and attitudes will be acquired such as: communication in the target language, vocabulary,
grammar, discourse, different aspects of culture, cognitive, and meta-cognitive processes.
The main aim of English language Curriculum is to make students communicate successfully
with the others and during this time to develop the four language skills such as listening, reading,
speaking and writing. Besides, with the recent approaches, the mother tongue use is allowed in
various stages of the learning process which sometimes is proved to be useful. But, they should
try to keep it to a minimum as it may cause the loss of interest after a time. In conclusion, the
need for learning English language came as a result of a better interaction with the world in
different scientific fields.
2.3 What is grammar?
There are various ways to define grammar as to people may mean differently based on their use
of language. Noam Chomsky, who is considered to be the father of modern linguistics developed
his original theory of generative grammar. This theory contained the rules that show the structure
and interpretation of sentences accepted by native speakers of a language as the features of that
language. Eventually, Chomsky revised this theory and came to a set of universally shared
language principles which became known as universal grammar.Grammar contains two
ingredients, syntax and morphology, which together “serve to enhance and sharpen the
expression of meaning”. (Batstone,1994)
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Another two different definitions on grammar are given by Ur with a time span of 20 years. The
first definition (Ur,1988) deals more with the rules of grammar whereas the second one
(Ur,2009) defines how to use grammar in order to communicate in a proper way.
On the other hand, grammar is much more exciting than just memorizing rules. Learning
grammar means communicating meaningfully. Larsen-Freeman (2003) supported this idea
considering grammar as a skill for interacting with others. According to her, grammaring is
something people do.
2.3.1 Theoretical grammar
Until the end of the sixteenth century, the grammar used in English schools were Latin grammar
taught in order to make English people read and write. The first grammars of English were
prescriptive andthese first prescriptive grammarians were concerned with the correct use of
English. They could be called the first standardizers of English who had based on subjective
criteria and other languages. Theoretical or prescriptive grammar refers to a set of rules about
language based on how certain people think language should be used, about what they believe to
be right and wrong, good or bad language use. (Hinkel, N.D) In sum, theoretical or prescriptive
grammar is based on the idea that there is a single right way of doing things insisting on creating
ways of using language.
2.3.2 Functional Grammar
Functional grammar is a descriptive and theoretical model of organizing a natural (spoken and
written) language in which discourse is seen as the basic unit of language. The main aim of
Functional Grammar is to find how language is used in order to communicate and exchange
meanings. One of the theorists of functional grammar is Michael Halliday.
Halliday (1994) didn’t consider a discourse analysis, one that isn’t based on grammar. Next, he
claimed that language is formed in this way because “because it reflects the functions which
language is required to serve as a means of social communication”. (Allen & Corder, 1974: 73-
74, cited in Austad,2009)
This is the kind of language contained in every kind of speech of social relationships such as
children to children language, parents with children, teachers with children and the formal
language used in textbooks and literature.
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It is divided into three major functions which are called the experimental, interpersonal and
textual. (Halliday, 1994; Thompson, 1996, cited in Austad,2009). The experimental component
is related to the world around us and how we act. The second component, the interpersonal, is
concerned with mood (the subject and the finite verb of a clause) and modality (modal verbs and
adverbs). And, the third component is textual meta-function who has to do with the creation of a
text and its organization. To sum up, functional grammar looks at language in everyday use
being concerned with the meaning of an utterance rather than form.
2.3.3 Pedagogical grammar
Pedagogical grammar is designed to teach someone how to use a language. It is organized
according to usefulness and easiness of learning. It usually includes chapters with short
definitions of grammar, exercises that help the students to practice and improve vocabulary and
pronunciation. It contains the specification of learning objectives and the explanation of the
syllabus. Pedagogical grammar is a combination of content and process, which should be
designed carefully for different levels of L2 development. (Austad, 2009)Pedagogical grammar
is designed for a particular group of learners by considering their abilities, age, and other
languages they know and aims for learning a second language. To conclude, pedagogical
grammar describes how to use the grammar of a language in order to communicate properly in
the target language.
2.4. An Overview of Grammar Teaching
Grammar has an important role inforeign language teaching. For centuries, the tradition of
language learning dominated by Latin and Greek. During that time, the primary part of language
learning was the study of its grammar. This method was known as the grammar-translation
method which saw the grammatical knowledge as a focus and translation as a means but not
considering communication as a task.
On the other hand, recent developments suggest that grammar still has a role to play in language
teaching, but not in a direct manner. In other words, grammar should not be a priority when
learning a language. Even, Corder (1981, p.287), Newmark (1996, p.77-87), Terrel (1997, p.325-
336) agree that grammar has a negative impact on the students.
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This view is even defended by Krashen (1982, p. 435), who claims that explicit knowledge is
gained through learning grammar rules whereas implicit knowledge by using different interactive
activities during the lesson.(cited in Gjata, 2014).
In the second half of the 1980s, the teaching of grammar in Britain was partially reinstated, both
in native language teaching and in English teaching as a second or foreign language. Many
teachers never considered the grammar as gone. To support this view, Nunan (1991) claims that
the existence of grammar serves to make us “understand”.
According to Sesnan (1997),
If we see language as a building, the words as building blocks or bricks, and
grammar as the architect’s plan, than we must admit that without a plan, even a
million bricks do not make a building. Similarly, one may know a million
English words, but if s/he does not know how to put them together, s/he cannot
speak English (cited in MEST,2017)
A strictly linear approach to language learning reveals that learners have learned a grammatical
form before moving to the other, acquiring one form at a time. As an example, while learning
English, a student first learns present simple tense before being presented to present continuous
or other tenses. Learning a language in this way seems like building a wall. Easy grammatical
bricks come before the difficult ones. First, there are laid word bricks and then the sentence
bricks and if the bricks’ order is not accurate, then “the wall will collapse under its own
ungrammaticality”. (Nunan,2001)
On the other hand, with this linear approach, the proficiency of a particular language item seems
to increase and decrease throughout the learning process. With the adoption of an “organic”
approach, “second language acquisition seems more like growing a garden than building a wall”
(Nunan,2001) where the learners don’t learn items one by one, but many things simultaneously.
In addition, Farjami (2011) made a study showing learners’ interest in studying grammar as it
can help in the progress of language competence and skills. Also, they were more motivated
when knowing the importance of grammar. He came into conclusion that grammar teaching
should continue in foreign language teaching only changing the traditional methods into more
recent ones.
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In his classroom, Nunan (2001) used an organic approach by:
allowing learners to choose the forms in communication;
using authentic data ;
creating tasks about form/function relationship while teaching language ;
supporting learners to take responsibility for their own learning and to explore
relationships between grammar and discourse;
When teaching grammar, we have to consider grammar as a product, as a process, and as a skill.
Product teaching creates an outline for all the language points that need to be learned. A positive
aspect of product teaching is flexibility where teachers can decide how particular grammatical
forms would be revealed to the pupils.(Batstone,1994) But, no matter how creative the tasks are
constructed, the pupils may face difficulties to use the grammar in communication when dealing
with uncertain situations. On the other hand, process teaching involves learners in the language
use allowing them to proceduralize their knowledge. Through it, teachers construct various tasks
from which pupils can express themselves more effectively. The third type is teaching grammar
as a skill which guides learners to use grammar for communication. Through this approach,
pupils learn grammar by re-noticing and restructuring. (Batstone,1994)
2.4.1. Inductive and Deductive Approach
There are two ways of presenting grammar in the classroom, deductively and inductively.
Douglas Brown mentioned in his book “Principles of Language Learning and Teaching” that
both inductive and deductive teaching can be successful depending on the objectives and context
of language teaching. According to him, the inductive approach is more used today in teaching
but that doesn’t indicate that deductive form isn’t used as all depend on the situation. (Brown,
1993:92, cited in Austad, 2009).
The first way of presenting grammar is by the deductive approach, which deals mainly with the
study of grammar rules. Teachers who use the deductive approach first present a rule and then
give examples to apply it.
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The approach is mostly related to Grammar-translation method and is used in a lecture structure
such as PPP (Presentation, Practice and Production).
Figure 1: The deductive approach
As showed in the figure (Imsen, 1999; cited in Austad,2009), the teaching of grammar begins
with the presentation of the rule, then the students learn and practice it by doing different
exercises. This approach doesn’t create any communication situation and is more focused on the
form.
Moreover, the teacher is the one who makes both the presentation and explanation of the rules.
Some advantages of this approach are that it takes less time and provides a chance for rote
memorization. But, on the other hand, students learn in a mechanical way and this may impact
on their responsibilities for their own learning.
Secondly, the inductive approach is based on the grammar in a text or in context. It emphasizes
more grammar beyond the sentence and formation of cohesive sentences. Imsen, in her book
“Elevens verden” (1999, cited in Austad, 2009), calls this approach as “discovery learning”, in
which the teacher first gives examples and the students are asked to find the rules themselves.
Figure 2: The inductive approach
In the inductive approach, the purpose of using grammar is to communicate and the focus is
more on the meaning not only in form. The advantages of this approach are learner-
centerednessand the usage of grammatical structures in order to communicate without preventing
fluency. The inductive approach is said to be a success in EFL/ESL classrooms worldwide.
Construction of therule
Explanation andexamples
Production ofexercises
Example from thetext
Abstraction &generalization
Constructing thegrammar rule
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2.5 Methods and approaches
This part will include the methods and approaches that are used in foreign language teaching and
the role of grammar in each of them. I will first begin by giving short definitions of both terms
which are closely related to each other with a very thin border between them.
An approach describes how people acquire a language and under which conditions will be the
language learning more successfully. (Harmer,2001)
On the other hand, a method is “the practical realization of an approach.” (Harmer,2001:78) It
involves various procedures and techniques that are used during the teaching. Also, it displays
the types of activities, the role of teacher and students and the material which can be supportive
for teaching.
2.5.1. Grammar-translation Method
Grammar translation method once known as Classical method is used in order to be able to read
literature in the target language. It has been widely used from the 1840s to the 1940s in European
and foreign language teaching and even nowadays continues to be used in adapted forms in some
parts of the world.The learners would become more familiar with the grammar of the native
language by studying that of the target language and use it better for developing speaking and
writing. (Richard & Rodgers, 1986)
The principles of this method are (Larsen-Freeman, 2000) :
1. The aim is to be able to read the literature which gives emphasis on the learning of
grammar and vocabulary.
2. The teacher is in the center of the classroom whereas students follow her/his instructions.
3. Grammar is learned deductively; firstly, the rules are given to them and then they are
asked to use them in certain structures.
4. Vocabulary is selected based on the text that is used and the words are taught through
dictionaries and memorization.
5. The most used language is the students’ native language as they are taught to translate
from one language to the other.
13
6. The teacher corrects the students by giving the right answer which is an important aspect
of the method.
2.5.2. The Direct Method
In the second half of the nineteenth century, language teachers tried to replace Grammar
Translation method as they saw that students need to learn to speak English not only know it.
The Direct method was once known as Reform movement and was firstly accepted by Frankle in
1884. (Zainuddin,2011, cited in Grounds & Guerrero, 2014)
According to Larsen-Freeman (2000), the main principles of the DM are:
1. It aims to use the target language in order to communicate successfully.
2. The use of native language and translation are not allowed in the classroom.
3. Grammar is learned inductively while speaking and writing.
4. Vocabulary is related to objects and concepts.
5. The relationship between teacher and students is like of partners in the teaching and
learning process.
6. Speaking is more emphasized regarding the other skills.
7. The teacher uses different techniques to make students self-correct themselves when it’s
possible.
2.5.3. Audio-Lingual Method
In 1942, as required by the military, the Army Specialized Training Program (ASTP) was formed
for the foreign language speakers. This program helped in the evolution of the Audio-Lingual
method. Audio-Lingual method was based on the Behaviorist models of learning which
“emphasize exposure, imitation, reinforcement, and habit formation.” (Grounds and Guerrero,
2014: 14)
The main principles of the method are (Larsen-Freeman, 2000):
1. The native language isn’t allowed and its use may cause the incorrect use of the target
language.
2. The teacher serves as a model for imitation and students are seen as “empty vessels”
(Knight, 2001:151) and only follow the instruction and try to answer as precisely as
possible.
14
3. Grammar is presented inductively; its structures are learned by repetition; the students are
expected to learn it automatically and after some time to use it spontaneously.
4. New vocabulary is inserted into the dialogues where students replace certain words
within a sentence.
5. Oral skill is strengthened by writing because what is being written was first presented
while speaking.
6. The teacher should be aware of where students have more difficulties when speaking in
order to avoid their errors (if it is possible at all).
2.5.4. The Oral Approach – Situational-Structural Approach
The Oral Approach has its origin back in the 1920s and 1930s. The main leaders of this approach
were Harold Palmer and A. S. Hornby who were two most well-known personalities in the
British language teaching of the 20th century. They tried to provide a more scientific approach
than Direct Method which gives emphasis on the oral skill. The Oral Approach focused on
syllabus design, classroom presentation, and practice of new language. It was accepted by the
British as an approach to English language teaching by the 1950s. (Richards & Rodgers,1986)
whereas in the 1960s, it became widely known as Situational-Structural approach. The main
principles of the Situational language teaching are (Richards & Rodgers, 1986):
1. Language teaching begins firstly by the oral skill provided by gestures or realia and then
are given in the written form.
2. The language used in the classroom is only the target language.
3. Grammar structures are taught from the simple ones to more complex.
4. Teachers direct the lesson whereas students repeat and answer the questions or
commands.
5. The teacher must control the students all the time in order to avoid errors which can
create bad habits.
15
2.5.5. The Silent Way
In 1972, Cateb Gattegno developed The Silent Way. According to him, language learning was
seen as a “problem-solving, creative, discovering activity” (Richards & Rodgers, 1986). The
main hypothesis of this method is that the teacher should be as silent as possible in order to
enable students to communicate as much as possible. The language learning aims to make
students reach a near-native level of fluency and a good accent.
Students can learn a language through various resources such as through their awareness,
recognition, originality, imagination, and intuition. (Larsen-Freeman, 2000)
The main principles of the Silent Way are (Larsen-Freeman,2000; Richards & Rodgers, 1986):
1. Teacher talking time is reduced whereas students produce as much language as possible.
2. Learning is made through collaboration between the students.
3. All four skills are developed from the beginning, although learning is made first orally.
4. The teacher presents language through the use of different aids such asa collapsible metal
pointer, color-coded charts, and rods.
5. Errors are a natural part of learning through which the teacher can find in what fields is
help needed. Students are encouraged to correct themselves.
2.5.6. Total Physical Response
Total Physical Response was developed by James Asher, a professor of psychology in 1974.
According to him, adults learn a second language in the same way as a child does with the
mother tongue; first by developing the cognitive skills and then the speaking. During the TPR,
teachers try to reduce the stress in order to encourage students to achieve a higher level of
proficiency in language. It is based on “the ideas that comprehension comes before output and
that early learning is usually associated with the concrete rather than the abstract.” (Knight,
2001:154)
Some TPR’s principles found on Larsen-Freeman (2000) are:
1. The teacher directs the instructions by giving commands to the students for performing
certain actions.
2. The most emphasized areas of language are vocabulary and grammar which is necessary
for the use of imperatives.
16
3. Native language can be used only at the beginning of the lesson and then the explanation
is made by gestures.
4. The teacher attempts to make language learning fun by using zany commands and
humorous skits.
5. Only major errors are corrected when the oral skill is used whereas in more advanced
levels, minor errors can also be corrected.
2.5.7. Community Language Learning
In the 1970s, Charles A. Curran who was influenced by the humanistic psychology developed
the method known as Community Language Learning. According to him, a teacher that
understands the students’ fears can help them to develop during their language learning process.
In other words, CLL sees the teacher as a counselor and the students as clients. Some of the
activities and tasks used in the classroom are free conversation, translation, group work,
transcription, recording, reflection, and observation. (Richards & Rodgers, 1986)
The key principles mentioned in Larsen-Freeman (2000) include the followings:
1. Both native and target language are used during the lesson.
2. The teacher and students are both in the center of the classroom by being decision-
makers.
3. Language is used only for interaction purpose.
4. Vocabulary and grammar rules are learned by analyzing and studying the transcription of
the target language statements.
5. The teacher corrects the errors by repeating them correctly.
2.5.8. Communicative Language Teaching
Communicative Language Teaching could be traced since the 1960s in the British language
teaching. It aims to make the students communicate successfully in the target language in real-
life circumstances. CLT is an approach that attempts to “(a) make communicative competence
the goal of language teaching and (b) develop procedures for the teaching of the four language
skills that acknowledge the interdependence of language and communication.” (Richards &
Rodgers, 1986)
17
The characteristics of CLT are (Larsen-Freeman, 2000):
1. Students can interact successfully in the target language.
2. Grammar and vocabulary are learned from function and context in order to help
communication.
3. The teacher is less dominant than in other methods and students are seen as responsible
for their own learning.
4. Students collaborate with each other working in pairs or groups.
5. The use of the target language is encouraged to be used during the instruction and
communication.
6. Communication is achieved through various activities such as role play, scrambled
sentences, information gap and picture strip story.
7. Errors are considered as a natural part of the learning.
2.5.9. Task-Based Learning Approach
Task-Based Approach was made popular by Prabhu, who indicates that students learn a language
even when the structure is not introduced. In other words, through Task-Based approach, the
students should learn language by using it.
Larsen-Freeman (2000) describes the principles of Task-Based Learning as below:
1. Students learn by cooperating with each other and with authentic materials.
2. Students are given natural circumstances to use the language.
3. Grammar and vocabulary are not taught; learning is made through various tasks focusing
on the meaning.
4. The teacher provides the students with feedback after completing a task.
2.5.10 Suggestopedia
Suggestopedia was developed by Georgi Lozanov. He claims that if language learning is based
on his method, it could be 25 times more effective than the others. (Lozanov, 1978, cited in
Richards & Rodgers, 1986) The relationship between teacher and students is like that of parents
with their children who have to trust the parent/teacher.Language is produced at the moment of
learning whereas speaking and vocabulary are more emphasized. (Larsen-Freeman, 2000)
18
Moreover, the use of L1 is allowed in the learning process,especially during instruction and
translation. This method is known for the use of music to create a relaxing atmosphere when
learning.(Grounds & Guerrero, 2014) In other words, learning has to be fun.
2.6. First language use in EFL teachingThe use of the first language plays a natural role in the learning process. For many years, in
foreign language teaching, it was expected to use only the target language and avoid the mother
tongue. But, the researches show that teachers use extensively the first language.
According to Littlewood and Yu’s study (2009), the main purposes of L1 use by teacherswere:
to form social relationships ;
to save time and to avoid long clarifications in the second language ;
disciplining students in the classroom environment;
By using the first language, teachers can sometimes create a more comfortable learning
environment and at the same time gain the students’ trust. In addition, Mohebbi and Alavi (2014)
considered the use of the first language important in teaching grammar of the target language.
Based on their research, teachers use L1 mainly to teach and explain new grammar structures and
to provide feedback to the students’ errors. To sum up, teachers should keep a balance between
the use of L1 and L2 in the learning environment employing effectively the L1 when needed.
19
Chapter III.3.1 Research Methodology, Techniques, and InstrumentsThe practical part of my thesis is focused on teachers and pupils’ relationship to grammar.
3.1.1 Research Methods
The quantitative method was chosenin order to gain information, containing two questionnaires.
3.1.2 Instruments used
The instruments used in the survey were two questionnaires distributed separately for the
teachers and their pupils.The questions were both open and closed.
The teachers’ questionnairewas divided into two categories: a general presentation of the
teachers and the grammar teaching in practice. The first category shows the teachers’ gender,
experience, class, and school of teaching. The second category tries to gather information about
the methods, role, and importance of teaching grammar as well as teachers’ beliefs regarding the
use of target language and error correction when teaching grammar.
The second questionnaire was designed for pupils. Again, the questions were divided into two
categories: the first category dealt with pupils’ gender, class and school of teaching. By the
questions of the second category, the following information was provided: pupils’ belief on the
importance of teaching grammar for developing the four language skills and communicating
more fluently in the target language.
3.1.3 Research Population
The population of this study is represented by EFL teachers and pupils of Gjakova. The teachers
were all females with different years of experience from one to twenty-eight years. Since the
teachers are all females, it will be referred to them as “she”. They teach different grades starting
from the third to the ninth grade in 6 schools in the local area of the city. In the second
questionnaire, ninety pupils of the seventh, eighth and ninth grade participated in completing the
questions for 8-10 minutes. There was approximately the same number of boys and girls from
11-14 years old who answered the questionnaire.
20
After taking the permission from the Department of Education in Gjakova, the questionnaires
were given to sixteen teachers, who work in primary and junior high schools in Gjakova. To
support the hypothesis of this paper, the teachers’ questionnaire was formulated in order to find
out what teachers think about grammar teaching and how they present it in the classroom
whereas in the last two questions the focus is on the use of the target language and the error
correction provided by the teacher to help the learning process. The participants were assured
that this information will be used only for research purposes and due to the lack of time, we
agreed to collect the samples in 3-4 days.
In addition, the second questionnaire attempts to find out what pupils think about grammar
learning and its importance in the EFL classroom. Also, they were supposed to tell if the native
language use can help them in better proficiency of TL.The questionnaires were personally given
by me to each class at the beginning of an English lesson. The number of students who
participated in the survey, therefore, depended on pupils who attended the lesson. I briefly
explained the reasons for this study and then I gave pupils the instructions and made sure they
knew the questionnaire was anonymous.
3.2 Limitations
Since the research was conducted only in six public schools in Gjakova, the main limitation of
this study is the generalization of its findings to other schools in Kosovo. Also, another limitation
is that the researcher did not interview EFL teachers in primary and junior secondary schools in
Gjakova and nor observe their EFL classes. Consequently, there is a chance that not all of the
important elements have been considered when determining what teachers believe and practice
about grammar teaching. Since the researcher did not observe classes, there was no way to
ensure that teachers have responded to the survey questions sincerely about their beliefs and
practices about grammar teaching.
21
Chapter IV. Analysis of the data collectedIn this chapter are presented the responses of teachers and pupils which helped me to come to a
conclusion. Each response of the questionnaires is discussed in details and presented graphically.
4.1. Teachers’ responsesThe questionnaire for teachers was anonymous. Sixteen teachers of primary and junior secondary
schools in Gjakova were included for my research and all of them were females. The
questionnaire contains eight questions. Each question is analyzed in detailand also presented
graphically below.
Chart 1. Methods and approaches in EFL classroom
The first question was closed and teachers had the chance to choose more than one
method/approach that they use during EFL teaching. As presented in the chart, teachers use a
combination of methods depending on the topic. Twelve of the teachers still use the Grammar-
Translation method especially when reading and teaching grammar. We can see that the
Communicative Language Teaching has now been widely used among the teachers of junior
high school where ten of them applies it.
12
10
5
21
Chapter IV. Analysis of the data collectedIn this chapter are presented the responses of teachers and pupils which helped me to come to a
conclusion. Each response of the questionnaires is discussed in details and presented graphically.
4.1. Teachers’ responsesThe questionnaire for teachers was anonymous. Sixteen teachers of primary and junior secondary
schools in Gjakova were included for my research and all of them were females. The
questionnaire contains eight questions. Each question is analyzed in detailand also presented
graphically below.
Chart 1. Methods and approaches in EFL classroom
The first question was closed and teachers had the chance to choose more than one
method/approach that they use during EFL teaching. As presented in the chart, teachers use a
combination of methods depending on the topic. Twelve of the teachers still use the Grammar-
Translation method especially when reading and teaching grammar. We can see that the
Communicative Language Teaching has now been widely used among the teachers of junior
high school where ten of them applies it.
5 54
1 0 0 0
21
Chapter IV. Analysis of the data collectedIn this chapter are presented the responses of teachers and pupils which helped me to come to a
conclusion. Each response of the questionnaires is discussed in details and presented graphically.
4.1. Teachers’ responsesThe questionnaire for teachers was anonymous. Sixteen teachers of primary and junior secondary
schools in Gjakova were included for my research and all of them were females. The
questionnaire contains eight questions. Each question is analyzed in detailand also presented
graphically below.
Chart 1. Methods and approaches in EFL classroom
The first question was closed and teachers had the chance to choose more than one
method/approach that they use during EFL teaching. As presented in the chart, teachers use a
combination of methods depending on the topic. Twelve of the teachers still use the Grammar-
Translation method especially when reading and teaching grammar. We can see that the
Communicative Language Teaching has now been widely used among the teachers of junior
high school where ten of them applies it.
0 0
22
With the application of this method, the teachers aim to enable the pupils to communicate
effectively in the target language by using authentic materials related to real-life situations. Five
of them chose both Direct Method and Audio-Lingual where the presentation of new structures is
made without the use of native language. Four teachers have answered that they also use Total
Physical Response during their teaching, especially to lower grades. Only one teacher has chosen
Situational Approach giving emphasis on the structure of the language. The other methods such
as Community Language Learning, Silent Way, Suggestopedia and Task-Based Learning were
not chosen by the teachers.
The second question aims to find out if teachers consider grammar as an important aspect of EFL
teaching. It was an open question where the participants had to write their opinions about the
importance of grammar teaching. All of them agree that the role of grammar during English
lesson is important. Grammar helps in learning the structure of the foreign language and the use
of words to form proper sentences which convey meaning. When they know the grammar of a
language, it will increase the possibility to learn the language faster and better. One of the
teachers has even written that she considers grammar as the heart of the language. It also helps in
the development of the four skills – listening, reading, writing and speaking. In other words, the
knowledge of grammar provides correct use of the target language. On the other side, some of
the teachers also have mentioned that grammar teaching shouldn’t be overemphasized.
Communication should be encouraged even when dealing with grammar structures in order to
provide an interactive environment.
Chart 2. In which way do you present new grammatical structures to the pupils?
22
With the application of this method, the teachers aim to enable the pupils to communicate
effectively in the target language by using authentic materials related to real-life situations. Five
of them chose both Direct Method and Audio-Lingual where the presentation of new structures is
made without the use of native language. Four teachers have answered that they also use Total
Physical Response during their teaching, especially to lower grades. Only one teacher has chosen
Situational Approach giving emphasis on the structure of the language. The other methods such
as Community Language Learning, Silent Way, Suggestopedia and Task-Based Learning were
not chosen by the teachers.
The second question aims to find out if teachers consider grammar as an important aspect of EFL
teaching. It was an open question where the participants had to write their opinions about the
importance of grammar teaching. All of them agree that the role of grammar during English
lesson is important. Grammar helps in learning the structure of the foreign language and the use
of words to form proper sentences which convey meaning. When they know the grammar of a
language, it will increase the possibility to learn the language faster and better. One of the
teachers has even written that she considers grammar as the heart of the language. It also helps in
the development of the four skills – listening, reading, writing and speaking. In other words, the
knowledge of grammar provides correct use of the target language. On the other side, some of
the teachers also have mentioned that grammar teaching shouldn’t be overemphasized.
Communication should be encouraged even when dealing with grammar structures in order to
provide an interactive environment.
Chart 2. In which way do you present new grammatical structures to the pupils?
7
5
4
22
With the application of this method, the teachers aim to enable the pupils to communicate
effectively in the target language by using authentic materials related to real-life situations. Five
of them chose both Direct Method and Audio-Lingual where the presentation of new structures is
made without the use of native language. Four teachers have answered that they also use Total
Physical Response during their teaching, especially to lower grades. Only one teacher has chosen
Situational Approach giving emphasis on the structure of the language. The other methods such
as Community Language Learning, Silent Way, Suggestopedia and Task-Based Learning were
not chosen by the teachers.
The second question aims to find out if teachers consider grammar as an important aspect of EFL
teaching. It was an open question where the participants had to write their opinions about the
importance of grammar teaching. All of them agree that the role of grammar during English
lesson is important. Grammar helps in learning the structure of the foreign language and the use
of words to form proper sentences which convey meaning. When they know the grammar of a
language, it will increase the possibility to learn the language faster and better. One of the
teachers has even written that she considers grammar as the heart of the language. It also helps in
the development of the four skills – listening, reading, writing and speaking. In other words, the
knowledge of grammar provides correct use of the target language. On the other side, some of
the teachers also have mentioned that grammar teaching shouldn’t be overemphasized.
Communication should be encouraged even when dealing with grammar structures in order to
provide an interactive environment.
Chart 2. In which way do you present new grammatical structures to the pupils?
23
The third question aims to find out if teachers prefer inductive or deductive method in presenting
grammar. The question was closed. Teachers could choose from three options – deductively,
inductively and a combination of both. Five teachers gave an answer that at first, they explain a
new grammatical structure and then their pupils practice it in exercises and other activities. In
other words, they prefer the deductive method. Seven teachers only guide the pupils and then
they try to derive a new grammar rule by working with a text or different exercises. In other
words, they prefer the inductive method. Lastly, four teachers wrote to the questionnaire that
they combine both methods in their lessons.
Chart 3. Which teaching aids do you usually use for the presentation and practicinggrammar?
The fourth question was closed. Teachers were supposed to choose from five answers – textbook
and workbook, games, cards and pictures, worksheets, videos and songs where they could circle
more than one answer. All of them answered that they regularly use books and workbooks which
is not surprising as the outline of grammar for the whole year is based on these two aids. Ten of
sixteen teachers answered that they use worksheets as they serve for further exercises if there are
not enough in the textbooks. Seven teachers wrote that they use games as it makes the learning
process more interesting. Two teachers use cards and games for presenting and practicing
grammar. Videos were not chosen by any teacher.
Textbook and workbook
Worksheets
Games
Cards and pictures
Video
23
The third question aims to find out if teachers prefer inductive or deductive method in presenting
grammar. The question was closed. Teachers could choose from three options – deductively,
inductively and a combination of both. Five teachers gave an answer that at first, they explain a
new grammatical structure and then their pupils practice it in exercises and other activities. In
other words, they prefer the deductive method. Seven teachers only guide the pupils and then
they try to derive a new grammar rule by working with a text or different exercises. In other
words, they prefer the inductive method. Lastly, four teachers wrote to the questionnaire that
they combine both methods in their lessons.
Chart 3. Which teaching aids do you usually use for the presentation and practicinggrammar?
The fourth question was closed. Teachers were supposed to choose from five answers – textbook
and workbook, games, cards and pictures, worksheets, videos and songs where they could circle
more than one answer. All of them answered that they regularly use books and workbooks which
is not surprising as the outline of grammar for the whole year is based on these two aids. Ten of
sixteen teachers answered that they use worksheets as they serve for further exercises if there are
not enough in the textbooks. Seven teachers wrote that they use games as it makes the learning
process more interesting. Two teachers use cards and games for presenting and practicing
grammar. Videos were not chosen by any teacher.
16
10
72
23
The third question aims to find out if teachers prefer inductive or deductive method in presenting
grammar. The question was closed. Teachers could choose from three options – deductively,
inductively and a combination of both. Five teachers gave an answer that at first, they explain a
new grammatical structure and then their pupils practice it in exercises and other activities. In
other words, they prefer the deductive method. Seven teachers only guide the pupils and then
they try to derive a new grammar rule by working with a text or different exercises. In other
words, they prefer the inductive method. Lastly, four teachers wrote to the questionnaire that
they combine both methods in their lessons.
Chart 3. Which teaching aids do you usually use for the presentation and practicinggrammar?
The fourth question was closed. Teachers were supposed to choose from five answers – textbook
and workbook, games, cards and pictures, worksheets, videos and songs where they could circle
more than one answer. All of them answered that they regularly use books and workbooks which
is not surprising as the outline of grammar for the whole year is based on these two aids. Ten of
sixteen teachers answered that they use worksheets as they serve for further exercises if there are
not enough in the textbooks. Seven teachers wrote that they use games as it makes the learning
process more interesting. Two teachers use cards and games for presenting and practicing
grammar. Videos were not chosen by any teacher.
24
The fifth question was constructed to find the activities mostly used in the classroom. It was an
open question where teachers could mention all the activities that they use when teaching
grammar and the other skills.
Based on their responses, the most used activities were related to communication involving real-
life situations. Teachers of lower grades include different games, drawings, body gestures for
illustration and sometimes songs in their lessons. On the other hand, in higher grades, the
activities vary depending on the type of lesson and the teaching method. Some of the activities
are the follows: role play, interviews, essay writing, quizzes, debates, jigsaw, filling gaps,
phonetic writing games, discussion, Ven’s diagram, word web, reading comprehension,
categorizing the vocabulary and grammar reference. Pupils do these activities individually, in
pairs or in groups depending on the teachers’ request.
Chart 4. Teaching grammar helps in developing listening, reading, speaking and writing
skills.
The sixth question is closed and teachers had to choose one of the options depending on their
experience. It aims to show the teachers’ perceptions on the grammar importance for the
development of the listening, reading, writing and speaking skills. Fifteen out of sixteen teachers
agreed that grammar plays an important role in the language proficiency. Only one teacher
disagreesconveying that the development of four skills as well as communication can happen
even without the knowledge of certain grammar structures.
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
24
The fifth question was constructed to find the activities mostly used in the classroom. It was an
open question where teachers could mention all the activities that they use when teaching
grammar and the other skills.
Based on their responses, the most used activities were related to communication involving real-
life situations. Teachers of lower grades include different games, drawings, body gestures for
illustration and sometimes songs in their lessons. On the other hand, in higher grades, the
activities vary depending on the type of lesson and the teaching method. Some of the activities
are the follows: role play, interviews, essay writing, quizzes, debates, jigsaw, filling gaps,
phonetic writing games, discussion, Ven’s diagram, word web, reading comprehension,
categorizing the vocabulary and grammar reference. Pupils do these activities individually, in
pairs or in groups depending on the teachers’ request.
Chart 4. Teaching grammar helps in developing listening, reading, speaking and writing
skills.
The sixth question is closed and teachers had to choose one of the options depending on their
experience. It aims to show the teachers’ perceptions on the grammar importance for the
development of the listening, reading, writing and speaking skills. Fifteen out of sixteen teachers
agreed that grammar plays an important role in the language proficiency. Only one teacher
disagreesconveying that the development of four skills as well as communication can happen
even without the knowledge of certain grammar structures.
13
21
24
The fifth question was constructed to find the activities mostly used in the classroom. It was an
open question where teachers could mention all the activities that they use when teaching
grammar and the other skills.
Based on their responses, the most used activities were related to communication involving real-
life situations. Teachers of lower grades include different games, drawings, body gestures for
illustration and sometimes songs in their lessons. On the other hand, in higher grades, the
activities vary depending on the type of lesson and the teaching method. Some of the activities
are the follows: role play, interviews, essay writing, quizzes, debates, jigsaw, filling gaps,
phonetic writing games, discussion, Ven’s diagram, word web, reading comprehension,
categorizing the vocabulary and grammar reference. Pupils do these activities individually, in
pairs or in groups depending on the teachers’ request.
Chart 4. Teaching grammar helps in developing listening, reading, speaking and writing
skills.
The sixth question is closed and teachers had to choose one of the options depending on their
experience. It aims to show the teachers’ perceptions on the grammar importance for the
development of the listening, reading, writing and speaking skills. Fifteen out of sixteen teachers
agreed that grammar plays an important role in the language proficiency. Only one teacher
disagreesconveying that the development of four skills as well as communication can happen
even without the knowledge of certain grammar structures.
25
Chart 5.Do you always present grammar and give instructions in English only during thelessons?
The seventh question focuses on the teachers’ use of the target language while teaching
grammar. It was a closed question where they could choose one of the three options – always,
sometimes or never. Five outof sixteen teachers answered that they always teach and give
instructions in English language during the lesson. Eleven teachers answered that they use both
English and Albanian language while teaching grammar, depending on the level of the students.
None of them reported using only Albanian in the classroom.
The last question of teachers’ questionnaire aims to find the ways of error correction. It was an
open question where teachers wrote about the method they use when correcting the pupils and
the most problematic aspects of grammar. Teachers included in the research use different
methods to correct their students’ errors. In the cases when the correction is made by the teacher,
she tries not to humiliate and make feel bad the pupils. She repeats after the pupil the correct
way. Most of the times, the teacher says the word and request from the whole class to repeat it.
One of the answers also included that the teacher writes the word in blackboard and then
pronounce it correctly. The other method is peer correction. In this case, the teacher asks another
pupil the same questions to provide with the correct answer and they learn by doing. According
to teachers, the most problematic aspects of the language that causes this errors in grammar are
third person singular, past simple tense, irregular verbs, question formation, prepositions and
word order.
Always
Sometimes
Never
25
Chart 5.Do you always present grammar and give instructions in English only during thelessons?
The seventh question focuses on the teachers’ use of the target language while teaching
grammar. It was a closed question where they could choose one of the three options – always,
sometimes or never. Five outof sixteen teachers answered that they always teach and give
instructions in English language during the lesson. Eleven teachers answered that they use both
English and Albanian language while teaching grammar, depending on the level of the students.
None of them reported using only Albanian in the classroom.
The last question of teachers’ questionnaire aims to find the ways of error correction. It was an
open question where teachers wrote about the method they use when correcting the pupils and
the most problematic aspects of grammar. Teachers included in the research use different
methods to correct their students’ errors. In the cases when the correction is made by the teacher,
she tries not to humiliate and make feel bad the pupils. She repeats after the pupil the correct
way. Most of the times, the teacher says the word and request from the whole class to repeat it.
One of the answers also included that the teacher writes the word in blackboard and then
pronounce it correctly. The other method is peer correction. In this case, the teacher asks another
pupil the same questions to provide with the correct answer and they learn by doing. According
to teachers, the most problematic aspects of the language that causes this errors in grammar are
third person singular, past simple tense, irregular verbs, question formation, prepositions and
word order.
5
11
25
Chart 5.Do you always present grammar and give instructions in English only during thelessons?
The seventh question focuses on the teachers’ use of the target language while teaching
grammar. It was a closed question where they could choose one of the three options – always,
sometimes or never. Five outof sixteen teachers answered that they always teach and give
instructions in English language during the lesson. Eleven teachers answered that they use both
English and Albanian language while teaching grammar, depending on the level of the students.
None of them reported using only Albanian in the classroom.
The last question of teachers’ questionnaire aims to find the ways of error correction. It was an
open question where teachers wrote about the method they use when correcting the pupils and
the most problematic aspects of grammar. Teachers included in the research use different
methods to correct their students’ errors. In the cases when the correction is made by the teacher,
she tries not to humiliate and make feel bad the pupils. She repeats after the pupil the correct
way. Most of the times, the teacher says the word and request from the whole class to repeat it.
One of the answers also included that the teacher writes the word in blackboard and then
pronounce it correctly. The other method is peer correction. In this case, the teacher asks another
pupil the same questions to provide with the correct answer and they learn by doing. According
to teachers, the most problematic aspects of the language that causes this errors in grammar are
third person singular, past simple tense, irregular verbs, question formation, prepositions and
word order.
26
4.2. Students’ responses
The questionnaire for pupils was also anonymous. There are five questions; each of them is
closed where pupils have to choose between five options (strongly agree, agree, disagree,
strongly disagree and undecided).
Chart 6. Grammar knowledge is essential to learning a foreign language.
The first question aims to show pupils’ perception about the importance of grammar knowledge
in learning a foreign language. 52 % of pupils strongly agree that grammar knowledge is
essential in learning a foreign language. 47 % of them agree showing that even though they
considered grammar as important, there are also other aspects that assist in learning. Only 1 %
disagree which show that those pupils considered other skills more important than the grammar
knowledge.
Chart 7. Grammar structures help me to understand better while reading, writing,
listening and speaking.
47%
45%
26
4.2. Students’ responses
The questionnaire for pupils was also anonymous. There are five questions; each of them is
closed where pupils have to choose between five options (strongly agree, agree, disagree,
strongly disagree and undecided).
Chart 6. Grammar knowledge is essential to learning a foreign language.
The first question aims to show pupils’ perception about the importance of grammar knowledge
in learning a foreign language. 52 % of pupils strongly agree that grammar knowledge is
essential in learning a foreign language. 47 % of them agree showing that even though they
considered grammar as important, there are also other aspects that assist in learning. Only 1 %
disagree which show that those pupils considered other skills more important than the grammar
knowledge.
Chart 7. Grammar structures help me to understand better while reading, writing,
listening and speaking.
52%47%
1%0%1 %
43%
45%
7%
3%2%
26
4.2. Students’ responses
The questionnaire for pupils was also anonymous. There are five questions; each of them is
closed where pupils have to choose between five options (strongly agree, agree, disagree,
strongly disagree and undecided).
Chart 6. Grammar knowledge is essential to learning a foreign language.
The first question aims to show pupils’ perception about the importance of grammar knowledge
in learning a foreign language. 52 % of pupils strongly agree that grammar knowledge is
essential in learning a foreign language. 47 % of them agree showing that even though they
considered grammar as important, there are also other aspects that assist in learning. Only 1 %
disagree which show that those pupils considered other skills more important than the grammar
knowledge.
Chart 7. Grammar structures help me to understand better while reading, writing,
listening and speaking.
Strongy agree
Agree
Disagree
Strongly disagree
Undecided
Strongly agree
Agree
Disagree
Strongly disagree
Undecided
27
This question shows if students have better understood certain speeches or written works when
they know the grammar structures. 43 % of pupils answered strongly agree and 45 % only agree.
Based on their responses, we can understand that if they know certain grammar structures help
them not to misunderstand a context and communicate more effectively. In contrary, 7 %
disagree with this statement and 3 % strongly disagree meaning that they can understand and
communicate in the target language even without grammar competence. Finally, 2 % of pupils
were undecided if grammar has helped them or not while reading, writing, speaking or listening.
Chart 8. Exercises and activities done in the classroom to practice grammar help me to
learn it better.
The third question tries to find out if the activities and exercises made during English language
lessons have helped pupils for better proficiency in grammar. Their responses are as follows: 57
% strongly agree and 42 % agree that activities and exercises have helped them to learn grammar
faster and advance with the language. Only 1 % of pupils were undecided if the exercises during
the lessons helped them to improve. Based on this, we can say that if the teacher after presenting
new grammar structures uses various attractive activities and exercises, she will impact
positively in pupils raising the desire to learn even more.
42%
27
This question shows if students have better understood certain speeches or written works when
they know the grammar structures. 43 % of pupils answered strongly agree and 45 % only agree.
Based on their responses, we can understand that if they know certain grammar structures help
them not to misunderstand a context and communicate more effectively. In contrary, 7 %
disagree with this statement and 3 % strongly disagree meaning that they can understand and
communicate in the target language even without grammar competence. Finally, 2 % of pupils
were undecided if grammar has helped them or not while reading, writing, speaking or listening.
Chart 8. Exercises and activities done in the classroom to practice grammar help me to
learn it better.
The third question tries to find out if the activities and exercises made during English language
lessons have helped pupils for better proficiency in grammar. Their responses are as follows: 57
% strongly agree and 42 % agree that activities and exercises have helped them to learn grammar
faster and advance with the language. Only 1 % of pupils were undecided if the exercises during
the lessons helped them to improve. Based on this, we can say that if the teacher after presenting
new grammar structures uses various attractive activities and exercises, she will impact
positively in pupils raising the desire to learn even more.
57%42%
0%0%1%
27
This question shows if students have better understood certain speeches or written works when
they know the grammar structures. 43 % of pupils answered strongly agree and 45 % only agree.
Based on their responses, we can understand that if they know certain grammar structures help
them not to misunderstand a context and communicate more effectively. In contrary, 7 %
disagree with this statement and 3 % strongly disagree meaning that they can understand and
communicate in the target language even without grammar competence. Finally, 2 % of pupils
were undecided if grammar has helped them or not while reading, writing, speaking or listening.
Chart 8. Exercises and activities done in the classroom to practice grammar help me to
learn it better.
The third question tries to find out if the activities and exercises made during English language
lessons have helped pupils for better proficiency in grammar. Their responses are as follows: 57
% strongly agree and 42 % agree that activities and exercises have helped them to learn grammar
faster and advance with the language. Only 1 % of pupils were undecided if the exercises during
the lessons helped them to improve. Based on this, we can say that if the teacher after presenting
new grammar structures uses various attractive activities and exercises, she will impact
positively in pupils raising the desire to learn even more.
Strongly agree
Agree
Disagree
Strongly disagree
Undecided
28
Chart 9. I think I have improved that the teacher speaks in English during the lesson.
In this question, the aim was to find out if the use of TL, which in this case is English, has helped
them in developing the language proficiency. 82 % of them agree that the target language use
helps for a better proficiency in language and grammar competence. 8 % of pupils disagree
considering more difficult the learning process if only English language is used whereas 5 %
were undecided.
Chart 10. I think I learn when the teacher corrects the error I or my fellow students make
in the class.
The last question aims to find if pupils learn by being corrected and provided with feedback by
the teacher. 88 % of participants agree that they learn when the teacher corrects their or their
friends’ errors. 9 % of pupils have disagreed, whereas only 3 % of them were undecided if the
error correction helps in their learning process.
42%
5%8%
40%
2%
28
Chart 9. I think I have improved that the teacher speaks in English during the lesson.
In this question, the aim was to find out if the use of TL, which in this case is English, has helped
them in developing the language proficiency. 82 % of them agree that the target language use
helps for a better proficiency in language and grammar competence. 8 % of pupils disagree
considering more difficult the learning process if only English language is used whereas 5 %
were undecided.
Chart 10. I think I learn when the teacher corrects the error I or my fellow students make
in the class.
The last question aims to find if pupils learn by being corrected and provided with feedback by
the teacher. 88 % of participants agree that they learn when the teacher corrects their or their
friends’ errors. 9 % of pupils have disagreed, whereas only 3 % of them were undecided if the
error correction helps in their learning process.
40%
42%
5%8% 5%
48%40%
2%7% 3%
28
Chart 9. I think I have improved that the teacher speaks in English during the lesson.
In this question, the aim was to find out if the use of TL, which in this case is English, has helped
them in developing the language proficiency. 82 % of them agree that the target language use
helps for a better proficiency in language and grammar competence. 8 % of pupils disagree
considering more difficult the learning process if only English language is used whereas 5 %
were undecided.
Chart 10. I think I learn when the teacher corrects the error I or my fellow students make
in the class.
The last question aims to find if pupils learn by being corrected and provided with feedback by
the teacher. 88 % of participants agree that they learn when the teacher corrects their or their
friends’ errors. 9 % of pupils have disagreed, whereas only 3 % of them were undecided if the
error correction helps in their learning process.
Strongly agree
Agree
Disagree
Strongly disagree
Undecided
Strongly agree
Agree
Disagree
Strongly disagree
Undecided
29
Chapter V. Conclusion
This research tried to present a picture of Kosovar EFL teachers’ attitudes toward the importance
of grammar teaching in EFL learning.Surprisingly, both teachers and pupils find the grammar
important during the learning process. From the results, it can be understood thatteachers use a
variety of approaches and methods in their EFL classroom still with a dominance of Grammar-
Translation. Even though it is considered a traditional method, they try to mix this method with
more creative techniques and activities to make the learning process more attractive to their
pupils. Besides, the second most used method is Communicative Language Teaching with the
goal of making students use the language fluently and correctly. This practice is supported by the
Framework Education Programme of MEST which claims that grammar should always be
related to communication. However, we cannot conclude that EFL teaching in Kosovo is done
only through these two methods.
Regarding teaching grammar, both inductive and deductive approaches are used depending on
the type of lesson. The resources of teaching and exercising grammar structures are textbooks
and workbooks with an addition when necessary with different worksheets made by the
teachers.English grammar is often a challenge for English language learners. Teachers depict the
verb tenses such as the simple present, simple past, then word order and question formation as
problematic aspects. The most effective way to create an environment of teaching and
reinforcing English grammar is by enacting real-life scenarios during the lesson. Errors are
considered as a part of the learning process and as such are corrected only when necessary. In
order to present a picture of the situation, it can be said that in the opinion of the teachers,who
participated in the research, grammar has still an important role in EFL instruction, and its
inclusion in communicative activities is seen as necessary.
In addition, from the results of both questionnaires, we can see that the use of both native and
target language can help students learn English grammar better and faster. Teachers use native
language when needed based on pupils’ level while teaching grammar and also when giving
instructions. On the other hand, teachers should try to use other techniques rather than translation
such as demonstrating, explaining, using drawings.
30
Only in this way, they can arise the curiosity and interest among pupils and cause not to lose the
interest. Overall, although the curriculum, syllabus, and textbooks are important, the schools and
teachers have the strongest impact on teaching and the pupils’ learning.
This study suggests that training seminars on current grammar teaching approaches to be
organized, in order to introduce as many methods of grammar instruction and tasks as possible.
Only by providing background knowledge, EFL teachers will know which methods and
approaches can best suit the situation in which they teach and help them to create a challenging
environment.
31
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34
AppendixAppendix 1.
Questionnaire:
(the information will be used solely for research purposes and will not be disclosed/shared)
Gender: M F
Class / School of teaching:
Experience:
1. Which teaching method do you use during EFL classroom?
A. Grammar-Translation method B. Direct Method C. Audio-Lingual Method
D. Silent Way E. Total Physical Response F. Community Language Learning
G. Suggestopedia H. Communicative Language teaching I. Task-Based Learning
J. Structural-Situational Approach
2. How important is the grammar teaching in English lessons?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. In which way do you present new grammatical structures to the pupils?
A. Inductively B. Deductively C. both
4. Which teaching aids do you usually use for the presentation and practicing grammar?
A. Textbook and workbook B. Games C. Cards and pictures
D. Worksheets E. Videos and songs
5. Which activities do you usually use when teaching and practicing grammar?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
35
6. Teaching grammar helps in developing listening, reading, speaking and writing skills.
A. Strongly agree B. Agree C. Disagree D. Strongly disagree E. Undecided
7. Do you always present grammar and give instructions in English only during the
lessons?
A. Yes B. Partly C. Never
8. In which aspects of grammar do pupils make more errors? How do you correct these
errors?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Many thanks for your time, help, and consideration!
36
Appendix 2.Questionnaire:Gender: F MAge: Class/ School: - Choose one option that suits you best.
1. Grammar knowledge is essential to learning a foreign language.
A. Strongly agree B. Agree C. Disagree D. Strongly disagree E. Undecided
2. Grammar structures help me to understand better while reading, writing, listening and
speaking.
A. Strongly agree B. Agree C. Disagree D. Strongly disagree E. Undecided
3.Exercises and activities done in the classroom to practice grammar help me to learn it
better.
A. Strongly agree B. Agree C. Disagree D. Strongly disagree E. Undecided
4.I think I have improved that the teacher speaks in English during lesson.
A. Strongly agree B. Agree C. Disagree D. Strongly disagree E. Undecided
5. I think I learn when the teacher corrects the error I or my fellow students make in the
class.
A. Strongly agree B. Agree C. Disagree D. Strongly disagree E. Undecided
Many thanks for your time, help, and consideration!