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Patterns of teacher trainee grammar talk in second language classrooms

Literature in Language Teacher Education (LTE) has highlighted that teaching of grammar should be included as a foundational framework for all language teaching. This indicates that teacher trainees need to be trained with a firm foundation for grammar teaching in language classrooms. Thus, an inve...

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Main Authors: Abdullah, Tina, Ismail, Fauziah, Awang, Zubaidah, Abd. Aziz@Ahmad, Azian
Format: Article
Language:English
Published: Penerbit UTM Press 2021
Subjects:
L Education (General)
PE English
Online Access:http://eprints.utm.my/id/eprint/97759/1/TinaAbdullah2021_PatternsofTeacherTraineeGrammarTalk.pdf
http://eprints.utm.my/id/eprint/97759/
http://dx.doi.org/10.11113/lspi.v8.17233
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spelling my.utm.977592022-10-31T08:16:55Z http://eprints.utm.my/id/eprint/97759/ Patterns of teacher trainee grammar talk in second language classrooms Abdullah, Tina Ismail, Fauziah Awang, Zubaidah Abd. Aziz@Ahmad, Azian L Education (General) PE English Literature in Language Teacher Education (LTE) has highlighted that teaching of grammar should be included as a foundational framework for all language teaching. This indicates that teacher trainees need to be trained with a firm foundation for grammar teaching in language classrooms. Thus, an investigation on how teacher trainees taught grammar and the pattern of their grammar instruction can provide insights to teacher trainees and teacher educators on grammar teaching methodology practised in language classrooms. By understanding how teacher trainees present grammar in their classrooms and what patterns emerged from their grammar instruction can lead to ongoing process of searching for better grammar teaching in language classrooms. This article shares the findings on an investigation conducted on how and what was practised by teacher trainees in their grammar instruction. Two prevalent patterns were discovered. Transmission technique which is teacher fronted and interaction technique which is teacher-student-teacher fronted were commonly practised by the trainees. However, the teacher-fronted technique dominates the interaction technique. This signals that teacher educators need to promote more interactive techniques in the LTE programme so that trainees are trained to teach grammar by utilising more interactive techniques such as questioning (to use more convergent and divergent questions instead of literal questions) and giving corrective feedback (to elicit and recast instead of repeating) which promote two-way grammar teaching. Penerbit UTM Press 2021-06 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/97759/1/TinaAbdullah2021_PatternsofTeacherTraineeGrammarTalk.pdf Abdullah, Tina and Ismail, Fauziah and Awang, Zubaidah and Abd. Aziz@Ahmad, Azian (2021) Patterns of teacher trainee grammar talk in second language classrooms. LSP International Journal, 8 (1). pp. 81-94. ISSN 2601–002X http://dx.doi.org/10.11113/lspi.v8.17233 DOI:10.11113/lspi.v8.17233
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
PE English
spellingShingle L Education (General)
PE English
Abdullah, Tina
Ismail, Fauziah
Awang, Zubaidah
Abd. Aziz@Ahmad, Azian
Patterns of teacher trainee grammar talk in second language classrooms
description Literature in Language Teacher Education (LTE) has highlighted that teaching of grammar should be included as a foundational framework for all language teaching. This indicates that teacher trainees need to be trained with a firm foundation for grammar teaching in language classrooms. Thus, an investigation on how teacher trainees taught grammar and the pattern of their grammar instruction can provide insights to teacher trainees and teacher educators on grammar teaching methodology practised in language classrooms. By understanding how teacher trainees present grammar in their classrooms and what patterns emerged from their grammar instruction can lead to ongoing process of searching for better grammar teaching in language classrooms. This article shares the findings on an investigation conducted on how and what was practised by teacher trainees in their grammar instruction. Two prevalent patterns were discovered. Transmission technique which is teacher fronted and interaction technique which is teacher-student-teacher fronted were commonly practised by the trainees. However, the teacher-fronted technique dominates the interaction technique. This signals that teacher educators need to promote more interactive techniques in the LTE programme so that trainees are trained to teach grammar by utilising more interactive techniques such as questioning (to use more convergent and divergent questions instead of literal questions) and giving corrective feedback (to elicit and recast instead of repeating) which promote two-way grammar teaching.
format Article
author Abdullah, Tina
Ismail, Fauziah
Awang, Zubaidah
Abd. Aziz@Ahmad, Azian
author_facet Abdullah, Tina
Ismail, Fauziah
Awang, Zubaidah
Abd. Aziz@Ahmad, Azian
author_sort Abdullah, Tina
title Patterns of teacher trainee grammar talk in second language classrooms
title_short Patterns of teacher trainee grammar talk in second language classrooms
title_full Patterns of teacher trainee grammar talk in second language classrooms
title_fullStr Patterns of teacher trainee grammar talk in second language classrooms
title_full_unstemmed Patterns of teacher trainee grammar talk in second language classrooms
title_sort patterns of teacher trainee grammar talk in second language classrooms
publisher Penerbit UTM Press
publishDate 2021
url http://eprints.utm.my/id/eprint/97759/1/TinaAbdullah2021_PatternsofTeacherTraineeGrammarTalk.pdf
http://eprints.utm.my/id/eprint/97759/
http://dx.doi.org/10.11113/lspi.v8.17233
_version_ 1748703140779130880
score 13.211869

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