LANGUAGE IN INDIA

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Volume 18:1 January 2018
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
         Dr. S. Chelliah, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Omani EFL Students’ Preference of Grammar Teaching Method

Muhammed Ali C. P., M.A., Research Scholar
Banasthali Vidyapith
Dr. Prakash Joshi, Ph.D., Research Supervisor
Banasthali Vidyapith
Dr. Sindhu Hareesh, Ph.D., Co-supervisor
Sohar University, Oman

Abstract

The purpose of this qualitative study is to explore Omani EFL students’ preference of grammar teaching method and their reasons for their preference. The two popular grammar teaching methods that are prevalent in EFL Oman are deductive grammar teaching and inductive grammar teaching. In the deductive approach grammar rules are explicitly given at the beginning of the learning process while in inductive approach examples containing grammar items are given to the learners and asked them to discover rules (Thornbury, 1999). Sixty-five fifth and sixth semester English language and literature graduate students from the Department of English, Al Buraimi Uniuversity College, Oman participated in the study. The data was collected through an open ended questionnaire. The findings show that most students prefer deductive grammar teaching because it is an easy method for learning complex grammar and effective method for learning new grammar items; furthermore, deductive grammar teaching gives the students’ confidence and better practice, saves their time and enables them to remember grammar rules and apply them in new learning situations. The students who preferred inductive method attributed critical thinking skill, independent learning, long term memory and active learning to it.

Keywords: grammar, teaching, deductive, inductive, learners’ preference

Introduction

Grammar plays a key role in most English as a Second Language (ESL)/ English as a Foreign Language (EFL) learning contexts although communicative approach is accepted widely. The teachers use either deductive grammar teaching method or inductive grammar teaching method in their classrooms. Although, there are a number of studies conducted to find out students’ preference of grammar teaching approaches (DeKeyser, 1995; Male, 2011; A. V. Brown, 2009; Landolsi, 2011), a few studies have been conducted in EFL Omani context and they are done either in schools (Al-Kalbani, 2004) or with pre-service teacher trainees (Nagaratnam & Al-Mekhlafi, 2012). There has been no study that addressed Omani graduate students’ preference of grammar teaching to the researcher’s knowledge. This study tries to fill this gap.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Muhammed Ali C. P., M.A., Research Scholar
Banasthali Vidyapith
Niwai - Jodhpuriya Road
Vanasthali 304022
Rajasthan
India mchalikandy@gmail.com

Dr. Prakash Joshi, Ph.D.
Research Supervisor
Former Associate Professor
Banasthali Vidyapith
Niwai - Jodhpuriya Road
Vanasthali 304022
Rajasthan
India
pj.drjoshi@hotmail.com

Dr. Sindhu Hareesh, Ph.D. Co-supervisor
Assistant Professor
Sohar University
Oman
sinduharish@yahoo.co.in

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