e-ISSN: 1308-1470 ● www.e-iji.net
July 2011 ● Vol.4, No.2 p-ISSN: 1694-609X
DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR IN AN EFL CONTEXT1 Abdu Mohammed Al-Mekhlafi PhD., College of Education, Sultan Qaboos University, Oman email@example.com Ramani Perur Nagaratnam PhD., Ministry of Manpower, Oman The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers' perception. The study aimed to find out whether there are significant differences in teachers' perceptions of difficulties in relation to their gender, qualification, teaching experience, and the level they teach in school, thus providing insights into their own and their students' difficulties. Mean scores and t-test were used to interpret the data. The main findings are reported with implications. Key Words: English language teaching, instruction, EFL grammar instruction, teaching, difficulties in grammar instruction
INTRODUCTION The English teacher is often portrayed as an "unattractive grammar monger whose only pleasure in life is to point out the faults of others" (Baron, 1982, p. 226). For the most part, within the classroom, any mention of grammar causes the student moments of discomfort and sometimes even terror. Many teachers have tried to make grammar teaching a non-threatening, imaginative and useful activity within the English curriculum. 1 A summary of this paper was presented at the 54th World Assembly of the International Council on Education for Teaching (ICET) on ‘Maintaining Strategic...