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Thai teachers' perspectives on the role of grammar in English language teaching


Foster, ST and Fan, S and Le, T, Thai teachers' perspectives on the role of grammar in English language teaching, Linguistics and Language Education in New Horizons: The link between theory, research and pedagogy, Nova Science Publishers, S Fan, T Le & Q Le (ed), New York, pp. 265-277. ISBN 978-1-63482-800-0 (2015) [Research Book Chapter]

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Copyright 2015 Nova Science Publishers, Inc.

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In the Thai tradition, teaching English means teaching grammar. Grammar has become an essential part of English language teaching that it has permeated into many aspects of Teaching English as a Foreign Language (TEFL) curriculum. The recent shift to communicative language teaching and the downgrading of the role of grammar has created confusion and problems among teachers. This chapter presents a study conducted with experienced TEFL teachers about their views on the role of grammar in teaching English in the Thai context. A questionnaire survey and a focus group interview were used to elicit data. The results indicate that there is confusion among teachers about the term 'grammar'. Grammar teaching is still an important aspect of language teaching, as teachers tend to believe that grammar should be both taught as a subject and taught in context. Also, knowledge of grammar and grammar theories are significant in teacher training and education. Teachers are not strongly convinced that communicative language teaching should replace grammar teaching.

Item Details

Item Type:Research Book Chapter
Keywords:English grammar practices, EFL grammar teaching, grammar, EFL Thailand, grammar teaching, grammar teaching and communicative language teaching, teachers' beliefs, Thai EFL teachers
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:LOTE, ESL and TESOL curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Fan, S (Dr Frances Fan)
UTAS Author:Le, T (Dr Thao Le)
ID Code:102625
Year Published:2015
Deposited By:Education
Deposited On:2015-09-01
Last Modified:2017-10-17

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