Investigation into the differences and similarities between English first language and English foreign language teachers' attitudes towards the explicit teaching of grammar in their classrooms.

摘要

Abstract ud udThe purpose of the project was to investigate the attitudes of English teachers towards udgrammar with regard to the explicit teaching of grammar among the differing udpredominant forms of English language teaching, namely English first language udteaching (L1), English second language teaching (ESL) and English foreign language udteaching (EFL). This research investigates what is being practiced in regard to udteaching grammar, if and why it is taught by experienced teachers in these fields. ud udThe methodology used included semi-structured interviews with teachers, udqquestionnaires, and collection of materials, worksheets as well as tests pertaining to udthe curriculum. This case study, being a form of qualitative research has sought to be uda complete, detailed description of the findings as well as the surrounding udcircumstances that have contributed to those findings. ud udFindings indicated that grammar is fundamental to EFL teaching in that it gives udlearners a structure or a logical system on which the syllabus can be built and by udwhich EFL learners can progress through the language, whereas the data shows that udthe L1 teachers thought of grammar as being complementary to their teaching and udtherefore an enhancive tool enabling the L1 learner to better appreciate the finer uddetails of the language and how they affect the tone, register and subtle meanings of a udtext.