Addressing issues with grammar
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Authors
Piña, Angélica Nayeli Huerta
Issue Date
2021
Educational Level
ISCED Level 6 Bachelor's or equivalent
Geographical Setting
Mexico
Abstract
Context: This study took place at the Escuela Normal de Santiago Tianguistenco, a teacher training institution in the State of Mexico. The participants were 25 second-grade students aged 19 to 21, with an English level of A1-A2. The teacher aimed to help students reach B1 level by the end of their program. The focus emerged from difficulties students experienced with grammar, particularly understanding its structure despite using it effectively in practice.
Aims: The research aimed to explore the mismatch between students' ability to use grammar in communicative tasks and their confusion when grammar was formally analysed. Specific objectives included identifying the types of activities used in grammar teaching, understanding students' opinions about grammar instruction, and evaluating their perceptions of the teacher's explanations.
Methods: Data was collected through peer observations, a focus group, and a teacher reflection journal. Peer observation allowed two colleagues to provide feedback on teaching strategies and student responses. The focus group, conducted in Spanish, gathered student opinions on grammar instruction. The journal served to record the teacher's reflections on lesson activities, language use, and classroom dynamics.
Findings: The findings revealed a lack of variety in grammar activities, as the teacher often followed a fixed pattern: example writing, student practice, and group tasks. Students expressed a desire for more diverse activities, authentic materials, and opportunities to recycle knowledge. Group work was beneficial but sometimes hindered weaker students' independence. The intervention incorporated Task-Based Learning (TBL) principles, using authentic tasks, pre-task vocabulary activation, assigned group roles, and self-evaluation rubrics. Students responded positively, appreciating the challenging tasks and connection to real-world contexts. Peer observations confirmed improved participation and understanding.
Implications: This study highlights the importance of learner-centred grammar instruction that encourages active knowledge construction rather than passive rule memorisation. Teachers may benefit from introducing diverse, authentic tasks that link grammar to meaningful contexts while addressing students' prior knowledge. Structured group roles and self-evaluation can foster independence and confidence among learners.
Aims: The research aimed to explore the mismatch between students' ability to use grammar in communicative tasks and their confusion when grammar was formally analysed. Specific objectives included identifying the types of activities used in grammar teaching, understanding students' opinions about grammar instruction, and evaluating their perceptions of the teacher's explanations.
Methods: Data was collected through peer observations, a focus group, and a teacher reflection journal. Peer observation allowed two colleagues to provide feedback on teaching strategies and student responses. The focus group, conducted in Spanish, gathered student opinions on grammar instruction. The journal served to record the teacher's reflections on lesson activities, language use, and classroom dynamics.
Findings: The findings revealed a lack of variety in grammar activities, as the teacher often followed a fixed pattern: example writing, student practice, and group tasks. Students expressed a desire for more diverse activities, authentic materials, and opportunities to recycle knowledge. Group work was beneficial but sometimes hindered weaker students' independence. The intervention incorporated Task-Based Learning (TBL) principles, using authentic tasks, pre-task vocabulary activation, assigned group roles, and self-evaluation rubrics. Students responded positively, appreciating the challenging tasks and connection to real-world contexts. Peer observations confirmed improved participation and understanding.
Implications: This study highlights the importance of learner-centred grammar instruction that encourages active knowledge construction rather than passive rule memorisation. Teachers may benefit from introducing diverse, authentic tasks that link grammar to meaningful contexts while addressing students' prior knowledge. Structured group roles and self-evaluation can foster independence and confidence among learners.
Description
Keywords (free text)
english as a foreign language , grammar instruction , task-based learning , learner-centered teaching , authentic materials , student engagement , exploratory action research