Grammar teaching approaches and their effectiveness with second and fourth year students at the Foreign Language Department of the University of El Salvador during the year 2014
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Date
2015-05-29
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Abstract
There is a set of different approaches for teaching grammar regarding the learning of a second language. Some of them are: the deductive approach – rule-driven learning, the inductive approach – the rule-discovery path, the functional- notional approach, Communicative Approach, Grammar Translation Method, and Communicative Language Teaching (CLT). The first and second approaches are the most relevant at the Foreign Language Department (FLD), and departing from this, it is necessary to know, about those two, grammar teaching approaches and their effectiveness with second and fourth year students at the Foreign Language Department of the University of El Salvador during the year 2014. It is important to remember that all the previous approaches already mentioned affect students in one way or another and make a positive or negative impact in their achievement. This research takes into account a sample of 39 students of the grammar courses from the second and fourth year of Licenciatura en Idioma Inglés: Opción Enseñanza at the Foreign Language Department of the University of El Salvador. It has been noticed that one of the main reasons why some students of English Grammar I and Advanced Grammar get the rules and the grammatical structures better than others is because some of them have developed a close connection with any of the approaches used by the teachers, and which are taken into account in this research work.
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Gramática, enseñanza