Explicit and Implicit Grammar Instructions in Higher Learning Institutions

Autor/inn/en	Rahman, Ayuni Madarina Abdul; Rashid, Radzuwan Ab
Titel	Explicit and Implicit Grammar Instructions in Higher Learning Institutions
Quelle	In: English Language Teaching, 10 (2017) 10, S.92-101 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teaching Methods; Grammar; English (Second Language); Second Language Learning; Second Language Instruction; Higher Education; Semi Structured Interviews; Language Teachers; Teacher Attitudes; Student Needs; Teacher Role; College Faculty; College Students; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language teacher; Sprachunterricht; Lehrerverhalten; Lehrerrolle; Fakultät; Collegestudent; Ausland
Abstract	Two universally accepted approaches to grammar instruction are explicit and implicit teaching of the grammar. Both approaches have their own strengths and limitations. Educators may face a dilemma whether to teach grammar explicitly or implicitly. This paper aims to provide insights into the educators' beliefs towards grammar teaching in Malaysian Higher Learning Institutions, and the sources of the held beliefs. Data were generated through semi-structured interviews with five educators from several private colleges located in peninsular Malaysia. Data analysis reveals that a majority of the respondents preferred grammar to be taught explicitly in their ESL classrooms; nevertheless they viewed implicit instruction as necessary when conforming to students' needs. The sources of the held beliefs are educators' experience as well as the institutional requirement. This paper draws our attention to the role of educators as an eclectic teaching practitioner who are able to apply a suitable grammar instruction according to learners' needs. It is hoped that this study will contribute to the growth of literature on grammar teaching and learning especially in Malaysian ESL classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01