A Study Of English Grammar Teaching To High School Teachers And Students: Perceptions And Attitudes

In recent years, the perceptions of teachers and students on grammar teaching in second/foreign language teaching and learning have become an area of research interest. A large number of studies have been carried out to investigate the situations of English grammar teaching as well as prospection of grammar teaching worldwide. However, few studies have focused on the comparison of the perceptions of teachers and students, let alone discussing the similarities and discrepancies. This study, therefore, aims to investigate the perceptions and attitudes of students and teachers on English grammar teaching from a comparative perspective. To find out the similarities and differences in their perceptions and the possible influential factors,23 teachers and 205 students from a senior high school in a city of Shandong Province were selected to participate in the study by responding to the questions in questionnaires and interviews.The results indicated that generally students and teachers held positive attitude towards grammar teaching and they believed that the study of grammar was essential to foreign language teaching and learning. Whereas they thought grammar teaching was helpful and deserved great attention from both teachers and students, they had shared perceptions about the use of grammatical rules and similar preference to Focus-on-Form than Focus-on-Forms.Meanwhile, disparities were also found in their perceptions of many topics. Students tended to regard grammar learning as the most difficult part of language learning and less likely hold positive attitude towards grammar teaching than teachers. Although a majority of students and teachers thought that the use of grammatical rules had become more accurate through grammar teaching, students less likely believed in the effects of grammar teaching on grammatical accuracy. In addition, teachers tended to hold more positive opinions on the inductive approach while students tended to hold more negative attitude toward the current grammar activities. Four possible reasons for the similarities and differences were discussed, including similar methods of grammar teaching students and teachers received, the language teaching context in China, teachers’ theoretical knowledge, and students’difficulties in language learning.The findings of this study are summarized as follows. Students and teachers held positive attitude towards grammar teaching and much attention had been paid to grammar teaching. But teachers tended to hold more positive opinions on students’attitude towards grammar teaching, the effects of grammar teaching on grammatical accuracy and the current grammar activities. The disparities in their perceptions indicated that the effects of some teaching approaches and techniques were unsatisfactory, and students held less positive opinions on the inductive approach, group activities and the use of foreign language in grammar teaching than teachers. Strengthening students’ basic knowledge of English and getting to know their difficulties in grammar learning are suggested for teachers to build mutual understanding with students and improve current grammar teaching. In the end, pedagogical implications are proposed, including integrating grammar teaching into meaningful communicative activities, more use of foreign language, improving teacher training programs and developing students’ new perspectives.