UNIVERSITY OF GJAKOVA “FEHMI AGANI” FACULTY OF … · Approach (Krashen, Terrell, 1983), grammar instruction was excluded from language classroom. However, in order to communicate

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




DIPLOMA THESIS


Mentor: Candidate:


Gjakovë, 2018




DIPLOMA THESIS


Mentor: Candidate:


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

1

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.

2

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.

3

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

4

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.

5

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.

6

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)

7

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.

8

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.

9

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.

10

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.

11

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

12

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






graphically below.








5 54

1 0 0 0

21






graphically below.








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.


22






















7

5

4

22






















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


















16

10

72

23


















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













skills.







13

21

24













skills.







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



















word order.

5

11

25



















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).


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











knowledge.



52%47%

1%0%1 %

43%

45%

7%

3%2%

26











knowledge.



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









learn it better.








57%42%

0%0%1%

27









learn it better.








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






were undecided.


in the class.





40%

42%

5%8% 5%

48%40%

2%7% 3%

28






were undecided.


in the class.





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

References

1. Andrews, S. (2000). The Grammatical Knowledge/Awareness of Native-Speaker EFL

Teachers: What the Trainers Say. In Bygate, M., Tonkyn, A., Williams, E. (Eds.). Grammar and

the language teacher (pp.69-89).Pearson Education Ltd, England.

2. Askeland, E. (2013). Grammar Teaching in the EFL Classroom: An Analysis of Grammar

Tasks in Three Textbooks [Dissertation]. University of Berge Retrieved from:

http://bora.uib.no/bitstream/handle/1956/6727/106782587.pdf

3. Austad, B. I. (2009). Grammar in English teaching: An evaluation of different English

textbooks and English teachers’ attitudes. [Dissertation], University of Oslo. Retrieved from:

https://www.duo.uio.no/bitstream/handle/10852/32430/Endeligmasteroppg.pdf?sequence=4&isA

llowed=y

4. Batstone, R. (1994). Grammar (Candlin,C.N & Widdowson H. G., Eds.) . Oxford University

Press, New York.

5. CURRICULUM FRAMEWORK for Pre-University Education in the Republic of Kosovo

(2011). Retrieved from: http://www.ibe.unesco.org/curricula/kosovo/kv_alfw_2011_eng.pdf

6.Grounds, P. & Guerrero, S. (2014). Approaches and Methods in English Language Teaching.

In Primary Methodology Handbook Practical Ideas for ELT (pp. 9-41). Richmond Publishing,

United Kingdom.

7. Gjata, S. S., Kurani, A. (2014). A case study on the role of grammar in English second

language acquisition. Lingua Mobilis, no.5(51), 71-78. Retrieved from:

http://linguamobilis.ucoz.ru/2014/2014-5-51.pdf

8. Harmer, J. (1998). How to Teach English: An introduction to the practice of English language

teaching, Longman Publishing Group, New York.

9. Harmer, J. (2001). The Practice of English Language Teaching, 3rd edition. Pearson Education.

10. Hinkel, E. (N.D.). Descriptive versus prescriptive grammar. Retrieved from:

http://www.elihinkel.org/downloads/Descriptive%20v%20Prescriptive.pdf

32

11. Knight, P. (2001). The development of EFL methodology. In Candlin, N. &Mercer, N.

(Eds.). English Language Teaching in its Social Context: A reader (pp. 147-166). Routledge,

USA.

12. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press

Inc, New York.

13. Larsen-Freeman, D.(2000). Techniques and Principles in Language Teaching, 2nd edition.

Oxford University Press, UK.

14. Lin, G. H., Chien, P.Sh. (2010). An Introduction to English Teaching: A Textbook for

English Educators. VDM Verlag Dr. Müller Retrieved

from:http://ebooks.lib.ntu.edu.tw/1_file/author_provided/20110725/04.pdf

15. Littlewood, W., Yu, B. (2009). First language and target language in the foreign language

classroom. Cambridge Journal, 44.1, 64–77. Retrieved from:

http://www.eduhk.hk/ele/pdf/Lucy's%20Publication/Littlewood%20&%20Yu,%202011%20-

%20First%20language%20and%20target%20language%20in%20the%20foreign%20language%

20classroom.pdf

16. Mitchell, R. & Myles, F. (2001). Second Language Learning: Key concepts and issues. In

Candlin, N. &Mercer, N. (Eds.). English Language Teaching in its Social Context: A reader (pp.

11-28). Routledge, USA.

17. Mohebbi, H., Alavi, S. M. (2014). An Investigation into Teachers’ First Language Use in a

Second Language Learning Classroom Context: A Questionnaire-based Study. Bellaterra Journal

of Teaching &Learning Language & Culture, vol.7(4), 57-73. Retrieved from:

file:///C:/Users/ThechView/Downloads/290874-402900-1-PB%20(1).pdf

18. Nunan, D. (2001). Teaching grammar in context. In Candlin, N. &Mercer, N. (Eds.). English

Language Teaching in its Social Context: A reader (pp. 191-199). Routledge, USA.

19. Plani dhe Programi Mësimor (Draft) (2017) Retrieved from:

http://masht.rks-gov.net/uploads/2017/08/7.pdf

33

20. Lock, G. (1996). Functional English Grammar: An introduction for second language

teachers. Cambridge University Press, United States of America.

21. Richards, J. C., Rodgers, Th. S. (1986). Approaches and Methods in Language Teaching,

Oxford University Press, United Kingdom.

22. Tonkyn, A. (2000). Introduction: Grammar and the language teacher. In Bygate, M., Tonkyn,

A., Williams, E. (Eds.). Grammar and the language teacher (pp.1-14).Pearson Education Ltd,

England.

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.


2. Grammar structures help me to understand better while reading, writing, listening and

speaking.


3.Exercises and activities done in the classroom to practice grammar help me to learn it

better.


4.I think I have improved that the teacher speaks in English during lesson.


5. I think I learn when the teacher corrects the error I or my fellow students make in the

class.


Many thanks for your time, help, and consideration!

Documents

UNIVERSITY OF GJAKOVA “FEHMI AGANI” FACULTY OF … · Approach (Krashen, Terrell, 1983), grammar instruction was excluded from language classroom. However, in order to communicate