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International Journal of Development in Social Sciences and Humanities

International Peer Reviewed (Refereed), Open Access Research Journal

E-ISSN:2455-5142 | P-ISSN:2455-7730
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Paper Details

TEACHERS’ PHILOSOPHIES AND PRACTICES OF TEACHING GRAMMAR: THE CASE OF GRADE 7 EFL TEACHER OF AZEZO PRIMARY SCHOOL

Vol. 8, Jul-Dec 2019 | Page: 36-52

Mengistie Shiferaw Kebede
College of Social Science and Humanities Department of English Language and Literature Gondar, Ethiopia

Received: 29-12-2018, Accepted: 11-02-2019, Published Online: 24-07-2019


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Abstract

This study was dedicated to investigate grade 7 EFL teacher’s perceptions and classroom practices with regard to grammar teaching. Hence, an EFL teacher was selected based on available sampling technique. Observations were employed to see the actual practices of grammar lessons in the classroom. Besides, postobservation interview was also conducted to know the perceptions of a teacher about grammar teaching. Both of them were analyzed qualitatively. The findings of the study, in general, indicated that teachers still teach grammar following structural approach which has been criticized as traditional, teacher centered and focus on accuracy. Moreover, the data gained via observation revealed that there is inadequate knowledge of the teacher in the teaching of grammar. The findings of the unstructured interview also showed that the teacher favored the traditional approach to grammar teaching. There was a discrepancy among perceptions and practices of the teacher, and what the contemporary literatures suggest about the best way to teach grammar in general. Be that as it may, the overall findings of the study indicated that there is a correlation between teacher’s perceptions and classroom practices.

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