Analysing Grammar Activities Within EFL Teachers’ Lesson Plan: Case Study Of AichFatma and AdnaneMohand Said Middle Schools of Azazga, TiziOuzou
No Thumbnail Available
Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Université Mouloud Mammeri Tizi Ouzou
Abstract
Grammar is a fundamental aspect of language learning, it enables learners to establish
correct, accurate and effective communication. The understanding of rules alone is not
sufficient, that is to say, learners need practical application of grammar usage in real-world
contexts to master a language and achieve proficiency. The current research investigated the
grammar activities within EFL teachers’ lesson plan: a case study of AicheFatma and
AdnaneMouhand Said middle school in Azazga. This study focuses on two main objectives
relying on two analytical frameworks, first, it explores the grammar activities and their
alignment with Blooms’Taxonomy six cognitive levels (1956) (Knowledge, Comprehension,
Application, Analysis, Synthesis, Evaluation). Second, it seeks to reveal whether the EFL
teachers integrate deductive and inductive approaches proposed by Scott Thornbury (1999).
To achieve these objectives a mixed-method research was adopted including both qualitative
and quantitative methods. In order to collect data we selected two research tools which were
classroom observations and interview. We conducted eight classroom observations with a
checklist of twelve items, in addition to a structured interview with four EFL teachers. The
collected data were analyzed using the qualitative content analysis for qualitative data in
addition to the rule of three for quantitative data. The results of the classroom observation
indicated that the planned activities align with the cognitive levels of knowledge,
comprehension, application, analysis as well as the synthesis. Whereas the cognitive level
evaluationwas not observed.Furthermore, it revealed that EFL teachers include both deductive
and deductive methods when planning their activities. Additionally, the results of the
teachers’ interview confirm the implementation of Blooms’Taxonomy Levels and
Thornbury’s approaches.
Description
62p. : Ill. en coul. ; (+CD-Rom)
Keywords
Bloom's Taxonomy, Deductive Approach, EFL Teachers, EFL Learners, Grammar, Inductive Approach, Lesson planning
Citation
Didactics of Foreign Languages