1.4 Factors Affecting the Teaching of Grammar
Thi Nguyen, Warren and Fehring (2014) stated that many factors hinder the quality of
English teaching and learning. These are the following:
Uninteresting teaching style. This refers to monotone teaching styles like lecturing all the time
instead of varying their styles and activities through the use of games, songs and intriguing
questions.
Insufficient time for communicative activities. This refers to lack of time for practice on the
use of the target language. The free communication stage prompts the teacher and the students
to have ample time for grammatical practice without the rules and corrections of each one.
However, one class session is limited to one hour and 30 minutes in which the teacher cannot
make use of the time to let students practice the target skill.
Grammar-driven teaching. This refers to teacher focusing only on the structure of the target
language without teaching its significance and purpose.
Unreasonable time-management. This results to teacher’s lack of skill in time management. If
the teacher does not know how to deliver the topic in such a time, then it may result to failure of
attaining the lesson objective. Also, if the teacher teaches the grammatical points in bulk instead
of chunking it up, then the results may not be so favorable to the students.
Unclear instructions. If teacher does not give clear instructions then the result may be chaotic
for the grammar class. If instructions are not easy for students to understand, then the
consequence of this is that the students misunderstand and could not complete the tasks required
of them.
Large class sizes. In a classroom in general, and in a language classroom in particular, a small
class size is believed to enhance educational quality. In a small class, it would be easier for the
teacher to manage the activities and the teacher can focus on each of the students for skill
development for s/he can deal with them one by one unlike with the class size of over 40 in which
the teacher may handle the class in general.
Thi Nguyen, Warren and Fehring (2014) stated that many factors hinder the quality of
English teaching and learning. These are the following:
Uninteresting teaching style. This refers to monotone teaching styles like lecturing all the time
instead of varying their styles and activities through the use of games, songs and intriguing
questions.
Insufficient time for communicative activities. This refers to lack of time for practice on the
use of the target language. The free communication stage prompts the teacher and the students
to have ample time for grammatical practice without the rules and corrections of each one.
However, one class session is limited to one hour and 30 minutes in which the teacher cannot
make use of the time to let students practice the target skill.
Grammar-driven teaching. This refers to teacher focusing only on the structure of the target
language without teaching its significance and purpose.
Unreasonable time-management. This results to teacher’s lack of skill in time management. If
the teacher does not know how to deliver the topic in such a time, then it may result to failure of
attaining the lesson objective. Also, if the teacher teaches the grammatical points in bulk instead
of chunking it up, then the results may not be so favorable to the students.
Unclear instructions. If teacher does not give clear instructions then the result may be chaotic
for the grammar class. If instructions are not easy for students to understand, then the
consequence of this is that the students misunderstand and could not complete the tasks required
of them.
Large class sizes. In a classroom in general, and in a language classroom in particular, a small
class size is believed to enhance educational quality. In a small class, it would be easier for the
teacher to manage the activities and the teacher can focus on each of the students for skill
development for s/he can deal with them one by one unlike with the class size of over 40 in which
the teacher may handle the class in general.
