Abstract
English language teaching especially in second and foreign language contexts will have grammar instruction as its mainstay. Grammar instruction remains a challenge for learners and teachers owing to a traditional pedagogy and curriculum. Gaps in teacher preparation further eliminate chances for the teachers to devise an effective strategy that would enable them in adapting the outmoded curriculum and pedagogy in order to link it with the current English Language learning objectives and outcomes. This paper outlines a study completed with twenty four in-service language teachers who enrolled in a language teacher certificate course to enhance and update their language teaching qualifications. The study focused on investigating the grammar instruction aspect of ELT and on proposing pedagogical grammar as the framework for aligning grammar instruction meaningfully. Qualitative and quantitative data was obtained using multiple strategies regarding language teachers’ attitude towards grammar instruction, their confidence about grammar knowledge and skill in grammar instruction, their current grammar teaching practices, and their familiarity with pedagogical grammar. The findings indicate that grammar is an essential aspect of language teaching activity but the teachers lack clarity regarding its scope and purpose. Teachers feel that they do not possess adequate knowledge and skills vital to take up grammar instruction meaningfully. Consequently, grammar instruction is carried out in a very traditional manner. The paper provides thought provoking insights to language practitioners, teacher educators and administrators about the gaps in the teachers’ grammar knowledge and grammar instruction that raise several questions towards the grammar based curriculum and pedagogy being implemented across all academic levels within Pakistan.
Sajida Zaki , Muhammad Abdul Wahid Usmani . (2015) NEED AND IMPACT OF PEDAGOGICAL GRAMMAR INPUT: A STUDY OF IN-SERVICE ELT TEACHER EDUCATION PROGRAMME, Journal of Social Sciences & Interdisciplinary Research, Volume 4, Issue 1.
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