Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan.
DOI:
https://doi.org/10.31098/jefltr.v1i1.453Keywords:
Context-based, Isolated units, Explicitly, Implicitly, Focus on form.Abstract
This paper reports a survey of Bhutanese teachers’ Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan. The teaching of grammar in Bhutanese school is predominately guided by curriculum, whereby context-based teaching is mostly encouraged. The descriptive analysis based on quantitative findings of the study indicated that Bhutanese teachers generally believed that the formal study of grammar is essential to the eventual mastery of a foreign or second language. The study also showed that grammar is generally believed to be best taught explicitly, inductively or deductively, but not implicitly. Moreover, the teachers' remark on the importance of systematic practice of grammatical features and detailed error correction suggests that there is a preference for more extensive treatment of grammatical issues. The findings of the present study also indicate that, like the teachers reported in the 2002 and 2008 studies, teachers in Bhutan appreciate the centrality of grammar in their language teaching. This descriptive analysis based on quantitative findings would be beneficial to the curriculum developers, teachers, and lecturers in developing students’ grammar skills and providing professional development to teachers for effective delivery of grammar lessons
Downloads
References
Asselin, M. (2002, June). Teaching grammar (Literacy links). Teacher Librarian, 29(5), 52-54.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36, 81-109.
Borg, S. (2006). Teacher cognition and language education: Research and practice. London, UK: Continuum.
Borg. S., & Burns, A. (2008). Integrating grammar in Adult TESOL classrooms. Applied Linguistics, 29(3), 456-482.
Breznak, R., & Scott, J. (2003, December). Grouping students to teach grammar. Education Digest, 69(4), 58-61.
Brown, A. (1996, November). Correct grammar so essential to effective writing can be taught-really! English Journal, 98-101
Burgess, J., & Etherington, S. (2002). Focus on grammatical form: Explicit or implicit? System, 30, 433-458.
Canh, L. V., & Barnard, R. (2009). Teaching grammar: A survey of teachers’ attitudes in Vietnam. The Journal of Asia TEFL, 6(3), 245-273
Doniger, P. E. (2003, January). Language matters: Grammar as a tool in the teaching of literature. English Journal, 101-104.
Ezzaher, L. E. (2001). From a grammar of sentences to a grammar of texts: Thought and impressions on grammar and writing. Academic Exchange Quarterly, 5(2),90.
Gibben, B. (1996, November). The role of generalization in studying grammar and usage. English Journal, 55-58.
Hagemann, J. A. (2003, January). Balancing content and form in the writing workshop. English Journal, 73-79
Haussamen, B. (2003). Grammar Alive. Urbana, Illinois: National Council of Teachers of English
Hayes, J. (2003, March). Planning and teaching report-writing. Primary English Teaching Association, Marricksville, Australia.
Hoffman, M. J. (2006). More grammar gaps. Academic Exchange Quarterly, 10(1),220-226.
Johansen, D., & Shaw N. L. (2003, January). The glossing process as a practical approach to grammar instruction. English Journal, 97-100.
Joseph, P. B. et al. (2000). Cultures of curriculum. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Lacina, J. (2005). Grammar instruction and technology (Technology in the classroom). Childhood Education, 81(4), 247-250.
Larsen-Freeman, D. (1997, March). Grammar and its teaching: Challenging the myths.
Grammar Dimensions: Form, Meaning, and Use. Boston: Heinle & Heinle.
Long, H., & Robinson, P. (1998). Focus on form: Theory, research and practice. In C. Doughty, & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15- 41). Cambridge: Cambridge University Press.
Nunan, S. L. (2005, March). Forging ourselves and forging ahead: Teaching grammar in a new millennium. English Journal, 70-75.
Oldenburg, S. (2005). Grammar in the student-centered composition class. Radical Teacher, 75, 43-44.
Petruzzela, B. A. (1996, November). Grammar instruction: What teachers say. English Journal, 68-73.
Sams, L. (2003, January). How to teach grammar, analytical thinking, and writing: A method that works. English Journal, 57-65.
Sipe R. B. (2006, May). Grammar matters. English Journal, 15-17.
Thomas, P. L. (2001, September). Standards, standards everywhere, and not a spot to think. English Journal, 63-67.
Thompson, M. C. (2002). Vocabulary and grammar: Critical content for critical thinking. Journal of Secondary Gifted Education 13(2), 60-68.
Weaver, C. (1996, November). Teaching grammar in the context of writing. English Journal, 15-24.
Yates, R., & Kenkel, J. (2001). On the dysfunctional nature of systemic functional grammar (Language teaching & learning). Academic Exchange Quarterly, 5(3),100-106.
Downloads
Article Metrics
- 0 times
- 205 times
Published
Citation Check
How to Cite
Issue
Section
License
Copyright (c) 2021 Nima Wangchuk, Chencho Wangchuk, Dhanapati Sharma, Phub Dorji
![Creative Commons License](http://i.creativecommons.org/l/by-nc/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Content Licensing, Copyright, and Permissions
1. License
Journal of English as A Foreign Language Teaching and Research has CC-BY NC or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work for non-commercial purpose. The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial 4.0 International License
Creative Commons License
2. Author’s Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
Journal of English as A Foreign Language Teaching and Research objective is to disseminate articles published are as free as possible. Under the Creative Commons license, this journal permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and this journal on distributing works in the journal.
4. Rights of Authors
Authors retain the following rights:
Copyright, and proprietary rights relating to the article, such as patent rights,
The right to use the substance of the article in future own works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article, the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (Journal of English as A Foreign Language Teaching and Research ).
The author has a non-exclusive publishing contract with a publisher and the work is published with a more restrictive lisence, the author retains all the rights to publish the work elsewhere, including commercially, because she/he is not subject to the conditions of her / his own license, regardless of the type of CC license chosen.
5. Co-Authorship
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
6. Termination
This agreement can be terminated by the author or Journal of English A Foreign Language Teaching and Research upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of Journal of English A Foreign Language Teaching and Research.
7. Royalties
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by This agreement can be terminated by the author or Journal of English A Foreign Language Teaching and Research upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of Journal of English A Foreign Language Teaching Research .
8. Miscellaneous
Journal of English A Foreign Language Teaching Research will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed and Journal of English A Foreign Language Teaching Researcht or its sublicensee has become obligated to have the article published. Journal of English A Foreign Language Teaching Research may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers.