scholarly journals Grammar Rules Matter: Should We Teach Inductively or Deductively?

2016 ◽  
Vol 21 (1-2) ◽  
pp. 31-39
Author(s):  
Ganesh Bastola
Keyword(s):  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Survey Questionnaire ◽  
Teachers Perceptions ◽  
Grammar Rules ◽  
Approach Method ◽  
English Language Teachers ◽  
Teaching Grammar

The main purpose of this paper is to analyze of Nepalese English language teachers perception of teaching grammar rules. This paper explores whether English teachers teach grammar inductively, deductively or using any other methods. It explores the arguments of teaching grammar rules based on teachers’ perception and my experiences of teaching grammar. Teachers’ perceptions were collected through a mini survey questionnaire. The study found that most of the respondents are in favor of deductive approach/method. A substantial majority of the respondents rated the relevance of GT method because it made learners learn theoretical and pedagogical components in easier manner. Most importantly, the majority valued its relevance abruptly considering a wide repertoire of methods, techniques, activities and resources. A small number of respondents perceived it to be somehow irrelevant and rated it low. In addition, this study reveals that teachers believe in deductive approach as the best way to teach grammar. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page: 31-39

scholarly journals Pre-service English language teachers’ perceptions towards teaching grammar

2018 ◽  
Vol 23 (1-2) ◽  
pp. 90-104
Author(s):  
Mohan Singh Soud
Keyword(s):  
English Language ◽  
Relevant Information ◽  
English Teachers ◽  
Structured Interview ◽  
Language Teachers ◽  
Inductive Method ◽  
Teachers Perceptions ◽  
Grammar Teaching ◽  
English Language Teachers ◽  
Teaching Grammar

This article explores the perceptions of pre-service English language teachers studying at Master’s level under Education faculty at Tribhuvan University Nepal towards grammar and grammar teaching employing a qualitative research design. Three pre service English teachers were involved in this study, out of which two were females and one was male. The research participants were interviewed using a semi-structured interview technique to collect relevant information to fulfill its purpose. The finding several that pre-service English teachers are in favour of teaching grammar. However, they believe that grammar should not be taught giving rules directly. All of the participants favour the use of inductive method of teaching grammar though they were taught through the use of deductive method at school.

scholarly journals Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers' Perspectives

2020 ◽  
Author(s):  
Lubna Khalil ◽  
Brunhielda Kholofelo Semono-Eke
Keyword(s):  
Saudi Arabia ◽  
Teaching Methods ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
English For Specific Purposes ◽  
Teaching Methodology ◽  
Esl Teachers ◽  
Teachers Perceptions ◽  
English Language Teachers

Teaching methodology has a significant impact on the learning process of students. The English language has changed over time. This research investigates the most appropriate and useful teaching methods for teaching General English (GE) and English for Specific Purposes (ESP) in the Saudi context. This study is an attempt to share experienced English as a foreign language (EFL)/ English as a second language (ESL) teachers' methodology for teaching EG and ESP to Saudi EFL learners. The paper aims to answer the following questions: 1) What are the conventional methods for teaching GE and ESP?; 2) What are the English teachers' perceptions of these effective teaching pedagogies?; 3) What are the practical measures to improve student efficiency in learning English? The sample of the study was n = 63 English teachers randomly selected at different universities in Saudi Arabia. For collecting the quantitative data, 63 native and non-native experienced English teachers were requested to fill in a semi-structured questionnaire. The results show that 73% of the English language teachers prefer to use the Communicative Language Teaching (CLT) along with other teaching methods. The findings shed light on some highly useful teaching methods that have proved successful in EG and ESP classes. The researchers expect the study will be significant in contributing to the most appropriate methods used in Saudi Arabia for language teachers. Hopefully, teachers wishing to teach in the future will have an insight into the teaching methods that fulfill the requirements of the students.

Teachers’ perceptions and the implementation of the adapted communicative approach in Libya

2022 ◽  
Vol 6 ◽  
Author(s):  
Abdurahman Milad ◽  
Dwi Rukmini ◽  
Dwi Anggani ◽  
Rudi Hartono
Keyword(s):  
High Schools ◽  
English Language ◽  
Language Teachers ◽  
Target Language ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
Communicative Approach ◽  
Gender Based ◽  
The City ◽  
Meaningful Communication

This study instigates the teachers’ perceptions towards the implementation of the adapted communicative approach to teach English language in Libyan high schools in the city of Khoms. The participants were six teachers of different gender-based high schools. The study followed a pure qualitative method to collect and analyze the date, and the data were collected using an open-ended questionnaire. The findings reveal that the majority of English language teachers in Libyan high schools in Khoms city have positively perceived the implementation of the communicative approach (CA) to teach English language in their high schools’ contexts. They agreed to the majority of the questionnaire’s items such as: the CA emphasizes the communication in the target language and emphasizes that the learners need meaningful communication. All the participants said that they modify the principles of the communicative approach to meet the students’ needs and goals and most of them have agreed that the allocated time is not enough to complete the lesson in the classroom. This study draws out the pedagogical implication that the implementation of the adapted CA to teach English language in high schools in Libya can be quite adaptable, especially when the teachers have to fulfil the students’ needs.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Mehmet DEMİREZEN
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Native Students ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies

2017 ◽  
pp. 185-207
Author(s):  
Ece Zehir Topkaya ◽  
Handan Çelik
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Portfolio Construction ◽  
Structured Interviews ◽  
Teaching Competencies ◽  
Teachers Perceptions ◽  
Before And After ◽  
Native Teachers ◽  
English Language Teachers ◽  
Teacher Portfolio

This study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

scholarly journals Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 132-146
Author(s):  
Jagqadish Paudel
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Survey Questionnaire ◽  
Qualitative And Quantitative ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Observation Results

Critical Pedagogy (CP), a mode of pedagogy, aims to empower learners and provide justice by offering preferential options and deconstructing authoritative and logo centric tendency in education. The current study, by using a mixed methodological design (qualitative and quantitative), illustrates a group of Nepali English language teachers’ attitudes regarding CP in ELT, focusing on how they employ CP in their classrooms. For this research, a sample of 10 teachers was purposively selected from Baitadi and Dadeldhura districts. Five teachers’ classes were observed. Analyzing the data collected through a survey questionnaire, it was found that all the teachers are in favour of CP in most cases in ELT. Even if all the teachers were notionally appeared in favor of practicing CP in most of the aspects that were asked to them, quite contrary to it, observation results of the teachers’ classes revealed that they did not, in any real sense, embrace CP in their teaching practice. Hence, this study invoked the ELT teachers to embrace CP practically in the classrooms. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12086 Journal of NELTA, Vol 19 No. 1-2, December 2014: 132-146

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