Questa è una versione superata pubblicata il 2024-06-30. Visita la versione più recente.

Explicit or Implicit Grammar Instruction in EFL? Teachers’ and Learners’ Perceptions

Autori

Luis Antonio Balderas Ruiz Universidad Autónoma de Nuevo León
Martha Alicia Vela Gámez Universidad Autónoma de Nuevo León

DOI:

https://doi.org/10.32870/vel.vi24.261

Parole chiave:

teachers’ and learners’ perceptions, explicit and implicit grammar instruction, EFL courses

Abstract

This study investigated the perceptions that teachers and learners of English as a Foreign Language (EFL) have regarding explicit and implicit grammar instruction (GI). Both types of GI are described as taking place in meaning-based communicative classrooms. They differ in that explicit GI involves conscious awareness of the form of the language learners need to know to understand grammar in context. However, implicit instruction occurs during communicative activities without any previous explanation of the language's form. The research problem concerns a grammar gap related to EFL teachers´ and learners´ perceptions of English grammar instruction not being considered in EFL classrooms. A quantitative method structured this study, which focused on 45 teachers and 355 students randomly selected from a language center at a university in northern Mexico. Previously designed questionnaires (Valeo & Spada, 2016) were translated, adapted, and used for data collection. Factor analysis was conducted throughout the research, and the results support the validity of the questionnaires.

Downloads

I dati di download non sono ancora disponibili.

Metriche

Caricamento metriche ...

Riferimenti bibliografici

Al-Mekhlafi, A. R., & Nagaratnam, R. P. (2011). Difficulties in teaching and learning grammar in an EFL context. International Journal of Instruction, 4(2), 69-92. https://cutt.ly/7AZqP7t

Alhaysony, M., & Alhaisoni, E. (2017). EFL teachers' and learners' perceptions of grammatical difficulties. Advances in Language and Literary Studies, 8(1), 188-199. https://doi.org/10.7575/aiac.alls.v.8n.1p.188

Ansarin, A. A., Arasteh Abbas Abad, B. B., & Banan Khojasteh, M. R. (2015). Isolated and integrated form-focused instruction from learners' perspective. Asia-Pacific Education Researcher (Springer Science & Business Media B.V.), 24(2), 299-307. https://doi.org/10.1007/s 40299-014-0180-7

Assalahi, H. M. (2013). Why is the grammar-translation method still alive in the Arab world? Teachers' beliefs and its implications for EFL Teacher Education. Theory & Practice in Language Studies, 3(4), 589-599. https://doi.org/10.4304/tpls.3.4.589-599

Bailey, A. C. (2017). What students are telling us: A case study on EFL needs and perceptions in the classroom. Íkala: Revista de Lenguaje y Cultura, 22(3), 501-516. https://doi.org/10.17533/udea.ikala.v22n03a08

Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum. https://doi.org/10.1177/13621688080120030702

Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, pp. 39, 370–380. https://doi.org/10.1016/j.system.2011.07.009

Bouziane, A., & Harrizi, M. (2014). Explicit grammar teaching pays off: The case of Moroccan EFL university students. Arab World English Journal, 5(4), 64-83. https://cutt.ly/8ALFVxL

C. P., M. A., Joshi, P., & Hareesh, S. (2018). Omani EFL students’ preference of grammar teaching method. Language in India, 18(1), 1–21.

Creswell, J. (2014). Research design: qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: SAGE Publications. https://cutt.ly/EAZwa6D

Cruz Corzo, C. (2013). Formal grammar instruction: Theoretical aspects to contemplate its teaching. Profile: Issues in Teachers' Professional Development, 15(2), pp. 215-224. https://cutt.ly/2AZwRcp

Dongho Kang, D. (2017). EFL learners and teachers' beliefs about grammar learning in Korea. https://cutt.ly/EAZwJMa

Fayyaz, S., & Omar, H. M. (2014). A Study of contextual situatedness of English language teachers’ beliefs and practices about the form-focused instruction: A case study in Sandakan district, Sabah. Procedia - Social and Behavioral Sciences, 134, 201–212. https://doi.org/10.1016/j.sbspro.2014.04.240

Gellatly, A., & Braisby, N. (2012). Cognitive Psychology (2nd. Ed.) Oxford: OUP Oxford. https://cutt.ly/mAZw3I7

Graus, J., & Coppen, P. (2016). Student teacher beliefs on grammar instruction. Language Teaching Research, 20(5), 571-599. https://doi.org/10.1177/1362168815603237

Graus, J., & Coppen, P. (2017). The interface between student teacher grammar cognitions and learner-oriented cognitions. Modern Language Journal, 101(4), 643-668. https://doi.org/10.1111/modl.12427

Habib, M., Maryam, H., & Pathik, B. B. (2014). Research methodology-contemporary practices: Guidelines for Academic Researchers. Newcastle upon Tyne: Cambridge Scholars Publishing. https://cutt.ly/5AZeH4T

Hos, R., & Kekec, M. (2014). The mismatch between non-native English as a foreign language (EFL) Teachers' grammar beliefs and classroom practices. Journal of Language Teaching & Research, 5(1), 80-87. https://doi.org/10.4304/jltr.5.1.80-87.

Hult, F.M., & Johnson, D.C. (2015). Research methods in language policy and planning: a practical guide (1st. Ed.). West Sussex, UK: John Wiley and Sons. https://doi.org/10.1002/9781118340349.ch1

Kaçar, I. I., & Zengin, B. B. (2013). Perceptions of pre-service teachers of English towards Grammar teaching in the Turkish context. Journal of Language and Linguistics Studies, 9(1), 50-80. https://cutt.ly/TAZe88J

Karakas, A. (2017). Students' perceptions of 'good English' and the underlying ideologies behind their perceptions. Journal of Language and Linguistics Studies, 13(2), 487–509. https://cutt.ly/mAZryvd

Kartchava, E. (2016). Learners' beliefs about corrective feedback in the language classroom: Perspectives from two international contexts. TESL Canada Journal, 33(2), 19-45. https://doi.org/10.18806/tesl.v33i2.1235

Kourieos, S., & Evripidou, D. (2013). Students' perceptions of effective EFL teachers in university settings in Cyprus. English Language Teaching, 6(11), 1-16. https://doi.org/ 10.5539/elt.v6n11p1

Kyung-Im, H., & Hyekyeng, K. (2017). An investigation into the gap between Korean university students’ grammatical awareness and perception. Indonesian Journal of Applied Linguistics, 7(1), 117-126. https://doi.org/10.17509/ijal.v7i1.6864

Lee E. J. (2016). Advanced ESL students’ prior EFL education and their perceptions of oral corrective feedback. Journal of International Students. 6(3), 798–816. https://cutt.ly/JAZrTAx

Li-Ju Shiu, J. (2011). Chinese EFL Learners' perceptions of grammatical difficulty. English Teaching and Learning, 35(3), 129-162. https://cutt.ly/2AZtbNs

Long, M. H. (2015). Second language acquisition and task-based language teaching. Malden, MA: Wiley-Blackwell. ISSN 1327/774X. https://doi.org/10.1017/s0272263115000200

Martinez Agudo, J. D. (2015). How do Spanish EFL learners perceive grammar instruction and corrective feedback?. Southern African Linguistics and Applied Language Studies, 33(4), 411-425. https://doi.org/10.2989/16073614.2015.1061890

Ming-Chu, L., & Hung-Chun, W. (2009). Perception differences of EFL teachers and students in grammar instruction and error correction. English Teaching and Learning, 1, 101-146. https://cutt.ly/hAZugM9

Nassaji, H., & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145. https://doi.org/10.1017/S0267190504000066

Navidinia, H. N., Beidokhti, Z. Z., & Hekmati, N. (2017). English language learners' big five personality characteristics and their preference for isolated or integrated form-focused instruction. Asia-Pacific Education Researcher (Springer Science & Business Media B.V.), 26(12), 75-83. https://doi.org/10.1007/s40299-017-0328-3

Neši? Ivana, D., & Hamidovi? Kimeta, ?. (2015). Teaching English grammar: Efficiency of inductive and deductive approaches students' perceptions. Zbornik Radova Filozofskog Fakulteta U Prištini, 45(3), 189-205. https://doi.org/10.5937/zrffp45-9250

Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346 543 062003307

Pazaver, A., & Wang, H. (2009). Asian students’ perceptions of grammar teaching in the ESL classroom. The International Journal of Language, Society and Culture, 27(4), 27-35. https://cutt.ly/wAZu0iQ

P?nar Babano?lu, M. M., & A?çam, R. R. (2016). Learner perceptions on EFL teaching practices in Turkish higher education. Turkish Journal of Education, 5(3), 119-129. https://doi.org/10.191 28/t urje.94535

Polat, M. (2017). Teachers' attitudes towards teaching English grammar: A scale development study. International Journal of Instruction, 10(4), 379–398. https://doi.org/10.12973/iji.2017.10422a

Rassaei, E. (2013). Corrective feedback, learners' perceptions, and second language development. System, 41(2), 472–483. https://doi.org/10.1016/j.system.2013.05.002

Shamsudin, S., & Karim, H. R. (2013). Implementation of focus on form: Teachers’ and students’ conceptions. Procedia - Social and Behavioral Sciences, 70, 1265-1274. https://doi.org/10.1016/j.sbspro.2013.01.186

Spada, N., Barkaoui, K., Peters, C., So, M., & Valeo, A. (2009). Developing a questionnaire to investigate second language learners’ preferences for two types of grammar instruction. System, 3, 770-81. https://doi.org/0.1016/j.system.2008.06.002.

Spada, N. (2011). Beyond form-focused instruction: Reflections on past, present and future research. Language Teaching, pp. 44, 225–236. https://doi.org/10.1017/S0261444810000224

Sternberg, R. J. & Sternberg, K. (2012). Cognitive psychology. Belmont, CA: Cengage Learning

Storch, A., & A?khenval?d, A. I. (2013). Perception and cognition in language and culture. Leiden: Brill. https://doi.org/10.1163/9789004210127

Trochim, W., & Donnelly, J. (2006). Research methods knowledge base (3rd. Ed.). New York: Atomic Dog Publishing.

Uysal, H. H., & Bardakci, M. (2014). Teacher beliefs and practices of grammar teaching: Focusing on meaning, form, or forms?. South African Journal of Education, 34(1), 1-16. https://doi.org/10.15700/201412120943

Valeo, A., & Spada, N. (2016). Is there a better time to focus on form? Teacher and learner views. TESOL Quarterly, pp. 2, 314–339. https://doi.org/10.1002/tesq.222

Van Vooren, V., Casteleyn, J., & Mottart, A. (2012). The impact of teachers’ beliefs on grammar instruction and students’ grammar competences. Procedia - Social and Behavioral Sciences, 69, 641-648. https://doi.org/10.1016/j.sbspro.2012.11.456

Yu, E. (2016). Reconstruction of Japanese junior high school students' perceptions of English through the integration of grammar and communication in the MEISEI summer school project (MSSP). Bulletin of the Transilvania University of Brasov. Series VII: Social Sciences. Law, 9(1), 131–142. https://cutt.ly/2AZxxNM

Pubblicato

2024-06-30

Versioni

Come citare

Balderas Ruiz, L. A., & Vela Gámez, M. A. (2024). Explicit or Implicit Grammar Instruction in EFL? Teachers’ and Learners’ Perceptions. Verbum Et Lingua: Didáctica, Lengua Y Cultura, (24). https://doi.org/10.32870/vel.vi24.261