Teaching English as a second language : Key stage 1 & 2 teacher's perception on integrating both explicit and implicit grammar instruction
Date
2022-07
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Islamic University of Maldives
Abstract
This research studied Key Stage 1 and 2 teachers’ perception on integrating both explicit and implicit grammar instruction in teaching English as a Second Language in the Maldives. With this aim, a qualitative case study method was adopted. The prime sources of data collections were one-to-one semi-structured interview, observation and documents. Semi-structured interviews were conducted with 5 local English language teachers teaching in Key Stage 1 & 2 at the time of data collection, their lessons were observed and documents; (lesson plans and students’ notebooks) were analyzed to study teachers’ viewpoint from three different angles; interview, observation and document. Further, to analyze the collected data, thematic analysis process with the six qualitative data analysis steps by Creswell was followed. The findings showed that teachers believed that grammar instruction has a crucial role in the ESL classroom. Indeed, incorporating both explicit and implicit grammar instructions in their ESL classroom is highly beneficial as both methods have advantages.
However, teachers believed that lack of attention given on grammar form in implicit instruction may lead learnersto grab wrong verb form. Hence, there is a need for explicit or direct grammar instruction, in order to teach learners, produce grammatically correct language. Yet it is vital that, rules explanations ought to be simplified to the level of these young learners at this young age. In fact, not all the lessons can be integrated; it depends on what and who is being taught.
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ތަޢުލީމު | Education