Analysing Grammar Activities Within EFL Teachers’ Lesson Plan: Case Study Of AichFatma and AdnaneMohand Said Middle Schools of Azazga, TiziOuzou

Simple item page
dc.contributor.authorFerhati Yasmine
dc.contributor.authorHadj Ali Yasmine
dc.date.accessioned2026-05-19T09:46:10Z
dc.date.available2026-05-19T09:46:10Z
dc.date.issued2024
dc.description62p. : Ill. en coul. ; (+CD-Rom)
dc.description.abstractGrammar 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.
dc.identifier.citationDidactics of Foreign Languages
dc.identifier.urihttps://dspace.ummto.dz/handle/ummto/30084
dc.language.isoen
dc.publisherUniversité Mouloud Mammeri Tizi Ouzou
dc.subjectBloom's Taxonomy
dc.subjectDeductive Approach
dc.subjectEFL Teachers
dc.subjectEFL Learners
dc.subjectGrammar
dc.subjectInductive Approach
dc.subjectLesson planning
dc.titleAnalysing Grammar Activities Within EFL Teachers’ Lesson Plan: Case Study Of AichFatma and AdnaneMohand Said Middle Schools of Azazga, TiziOuzou
dc.typeThesis

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Hadj Ali Yasmine et Ferhati Yasmine.pdf
Size:
1.3 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Département d'Anglais