Pedagogical Grammar: Learners’ Beliefs Do Matter

Abstract

Second language (L2) learners' beliefs about pedagogical grammar were relatively neglected. This study aimed to explore learners' beliefs about learning grammar in an English for Academic Purposes (EAP) program. The study conducted questionnaires and interviews to gain meaningful insights about eightL2 learners' beliefs. Learners' written essays were used to identify grammar mistakes and challenges. The findings indicated that the participants constructed their own perceptions about pedagogical grammar during the EAP program. The inclusiveness of grammar and its instruction to L2 learning were central to the learners' understanding of grammar. The learners recommended that teachers make balance between explicit and implicit teaching of grammar and the employment of their first language (L1) and L2 language. Integrity of corrective feedback, exposure to L2 inputs, and practice ofL2 grammar were suggested by the learners to contribute to their learning.

Exploring Learners' Beliefs on Grammar Learning: Importance and Preferred Methods

“…Male (2011) states, "the fact that the main objective of learning a language is to use it as a means of communication makes grammar essential" (p. 59). Regarding communication, the present study's findings are congruent with Almazloum (2018) and Ellis (2002a), who underscored the importance of grammar learning for L2 written and spoken communication. The importance of grammar for written and spoken communication to the participants in this study may be linked to their desire to adequately communicate in English since their college studies prepare them for future jobs where English is the means of communication.…”

A Research Investigation of Contextualized Grammar Instruction from the Perspective of English Language Lecturers and Students at Al-Imam Mohammad Ibn Saud Islamic University

“…Spada and Lightbown ( 2008) meta-analyzed a set of studies and mentioned that there is a growing agreement among those interested in language teaching that form focused instruction enables learners in an instruction based on communicative or content based approach to acquire features related to the target language whi ch these learners may not get without a special instruction offered to them. Likewise, Almazloum (2018) recommended that teachers should make a balance between both explicit and implicit grammar instruction. Karsou (2005) reflected on the communicative language syllabus of which grammar teaching is an essential component.…”

“…Calling for a balanced approach to grammar instruction, Almazloum (2018) conducted a study about L2 learner's beliefs regarding pedagogical grammar. His study used questionnaires and interviews to gain knowledge about participants' beliefs regarding pedagogical grammar.…”