Strength for Today and Bright Hope for Tomorrow

Volume 10 : 11 November 2010
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.
         K. Karunakaran, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.



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M. S. Thirumalai


Implementing Explicit Grammatical Instruction
in Thailand Schools

Dele Ashade, M.A.


A great deal of research has found that, if well implemented, explicit grammar teaching will most likely result in learners' ability to write grammatically correct English and also speak it fluently. Contrary to this position, it is believed that English-as-a-Foreign-Language (EFL) learners in Thailand are lacking in ability to write grammatically correct sentences and even speak English correctly and fluently.

This article is based on the hypothesis that one of the major causes of this problem is the wrong implementation of explicit grammatical instruction adopted in several Thailand schools and by a great many teachers of grammar. This article, therefore, seeks to present a step-by-step guide for teachers, first in Thailand and, further, in other countries where English is studied as a foreign language and not as a second language.

Key words: Explicit Instruction, Grammar, Implementation, EFL


A lot has been said about the advantages of explicit grammatical instruction but how to implement this grammar teaching approach practically in the classroom may not have been a popular topic. Borg, (1998) declares that "... the teaching of grammar in the absence of well-founded guidelines is like a landscape without bearings", (p. 10).

It is widely claimed that many Thai learners of EFL may write fairly, grammatically correct English but speak English in manners inconsistent with the structure and conventions of contemporary English in spontaneous communication, even after many years of learning English grammar explicitly.

Chaturon (2005) posits that, most students' inability to communicate in English despite spending years learning the language points to a clear failure in English teaching in Thailand. It has become a matter of concern that a cognitive system that can engender some level of accuracy for the learner has been seen unable to generate fluency ability for the same learner. This is different from the position of the literature which is awash with evidence that explicit grammatical instruction in English as a Foreign Language-----if properly implemented----- is profitable for not only accuracy but also fluency (see R. Ellis 2002a, 2002b; Spada1997; Larsen Freeman, 2003).


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

Implementing Explicit Grammatical Instruction in Thailand Schools | Nature of Sentence Intonation in Kannada, Tulu and Konkani | Language and Gender - Linguistic Analysis of Intermediate English Textbooks in Pakistan | Development of Punjabi-Hindi Aligned Parallel Corpus from Web Using Machine Translation | Paralinguistic and Non-Verbal Props in Second-Language Use: A Study of Icheoku and Masquerade in Nigeria | Economic Perspectives and Life-style Characteristics of the Aged Population in Tamil Nadu, India | Redefining Secularism - An Analysis of John Updike's Terrorist and Mohsin Hamid's The Reluctant Fundamentalist as Post-9/11 Novels | Reduplication in Bengali Language | Development of Time-Compressed Speech Test for Children between 8 - 12 Years of Age in Telugu | Bridging the Gap - The Potential of Contrastive Rhetoric in Teaching L2 Writing | ELT in Yemen and India - The Need for Remedial Measures | Relationship between Multiple Intelligence Categories and Learning Styles of Students in Pakistan | Internet as an Educational Resource in Vocabulary Instruction | The Effectiveness of Technology in Teaching Study Skills | A Study of the Comparative Elements in the Poetry of Keats and Ghani Khan | Sentence Pattern Method - A New Approach for Teaching Spoken English for Tamil/Indian/EFL Learners | Enhancing Language Skills Using Learn to Speak English Software in Engineering Students of Andhra Pradesh | Problems in Teaching of English Language at the Primary Level in District Kohat, NWFP, Pakistan | An Appraisal of the Practicum - Finding the Gaps between Theory and Practice in Teacher Training Institutions in Pakistan | A Study of B.Ed. Students' Attitude Towards Using Internet in Vellore District, Tamilnadu, India, Masters Dissertation | Politics of Sambalpuri or Kosali as a Dialect of Oriya in Orissa | A Six-Step Approach to Teaching Poetry Incorporating the Four Skills | Lexis of a Suicidal | A Case Review of Tamil Diglossia | Comparison of Markedness of Lexical Semantic Abilities in Normal Children and Children with Hearing Impairment | Social Effects and Other Impediments in Teaching Literature | Aligning the Connotations of Love and Freedom in the Novels of Iris Murdoch | Spiritual Communication and Managerial Effectiveness | A PRINT VERSION OF ALL THE PAPERS OF NOVEMBER, 2010 ISSUE IN BOOK FORMAT. | HOME PAGE of November 2010 Issue | HOME PAGE | CONTACT EDITOR

Dele Ashade, M.A.
TESOL Department
Payap University
Chiang Mai

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