A Comparative Study on the Awareness of Grammar Instructional Approach by EFL Teachers and Learners
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Abstract
The purpose of the present study was to compare Korean teachers’ and students’ awareness of effective grammar instructional approach with other nonnative EFL teachers’ from different L1 backgrounds and then to suggest a model of desirable grammar instruction to fit the specific educational context of Korea. For this purpose, not only a questionnaire study but also research synthesis was carried out because any instructional model should be based on well-balanced theory and practice integration. The questionnaire survey was administered to an international teacher group, a Korean teacher group, and a Korean student group. The survey tried to represent an attempt to identify English teachers’ and students’ beliefs in grammar learning, grammar teaching practices, and suggestions for efficient grammar instruction. The major findings from research synthesis and the results of investigation into teachers’ and students’ views are summarized as follows: 1) Explicit grammar teaching is more effective than implicit grammar teaching regardless of formal instruction types; 2) FonF is more effective than FonFs; 3) The deductive/inductive dichotomy does not differentiate the effect size when given explicit instruction; 4) Teachers employ explicit and deductive grammar teaching methods the most frequently; and 5) Teachers and students contradict each other in their beliefs in the effective grammar teaching approaches: teachers in favor of explicit instruction and students in favor of implicit instruction. Finally, a model of grammar instruction to fit the Korea-specific context was postulated based on research findings and their feasibility into actual classroom settings
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