Prospective EFL Teachers' Changing Views on Teaching Grammar as a Skill

Prospective EFL teachers’ cognition on grammar(ing) as skill Eliane Hercules Augusto-Navarro (UFSCar, Brazil email: eaugustonavarro@gmail.com)

Prospective EFL teachers’ cognition on grammar(ing) as skill TESOL 2010 44th Annual Convention & Exhibit – Boston Eliane H. Augusto-Navarro (eaugustonavarro@gmail.com) ,[object Object],[object Object],[object Object]

Prospective EFL teachers’ cognition on grammar(ing) as skill TESOL 2010 44th Annual Convention & Exhibit – Boston Eliane H. Augusto-Navarro (eaugustonavarro@gmail.com) ,[object Object],[object Object],[object Object],[object Object],[object Object]

Prospective EFL teachers’ cognition on grammar(ing) as skill TESOL 2010 44th Annual Convention & Exhibit – Boston Eliane H. Augusto-Navarro (eaugustonavarro@gmail.com) ) ,[object Object],[object Object],[object Object],[object Object],[object Object]

Prospective EFL teachers’ cognition on grammar(ing) as skill TESOL 2010 44th Annual Convention & Exhibit – Boston Eliane H. Augusto-Navarro (eaugustonavarro@gmail.com) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Prospective EFL teachers’ cognition on grammar(ing) as skill TESOL 2010 44th Annual Convention & Exhibit – Boston Eliane H. Augusto-Navarro (eaugustonavarro@gmail.com) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Prospective EFL teachers’ cognition on grammar(ing) as skill TESOL 2010 44th Annual Convention & Exhibit – Boston Eliane H. Augusto-Navarro (eaugustonavarro@gmail.com) (INTERVIEW 1) Well, when I was a student I thought that I didn’t have to learn grammar because it was something boring , but now I think it’s different because I guess, I think it’s very important to teach grammar , not only grammar, but teaching grammar through the materials, we select to give classes, and our texts, music, songs, videos, everything we can teach grammar. (INTERVIEW 2) I liked a lot this course because the, they made you to think of grammar as grammaring Eh (…) as a skill because now grammar doesn’t mean we, we know (...)to apply it how the, the a-author said, we need to, to know it meaningfully and appropriately, (…)apply during, eh, during our conversation, our speech and our, and our lives (…) , it’s a little bit difficult to create some exercises based on, on this theory, but I think it’s very important to change or to open our mind to this kind of view because as future teachers we need to pay attention to these aspects , mainly grammar, because is something that is very discussed; if we have to, to teach or not grammar, how do we have to do this, so I think this theory has a lot of us to think about these aspects as teachers and as students; a new way to see the grammar. Participants’ voice : Cl

Prospective EFL teachers’ cognition on grammar(ing) as skill TESOL 2010 44th Annual Convention & Exhibit – Boston Eliane H. Augusto-Navarro (eaugustonavarro@gmail.com) ,[object Object],(INTERVIEW 2) Well, before I studied, ah… all this theory, I, I couldn’t, I really couldn’t see how to teach grammar without talking about, you know, forms, the names they give, they give for forms and all metalanguage , I don’t know how to say in English, ah… Well, and studying all these theories, I could realize how I can, you know, ah, teach grammar as a skill, ah… seeing grammar not as a separate part of the language, ah... and how to, to treat it, for example, ah… is in tasks, texts, and… ah…. how can I say… (from here on the participant speaks L1 – her speech has been translated to English) approaching students to grammar, I mean... not make them continue to think that it is totally segregated from language, that it (grammar) is only about metalanguage, with its rules and exceptions. In conclusion, that it is part of what they use and... I don’t know... I started to realize how I can do that in class, looking up materials, trying to change and adapt them, because as Larsen-Freeman says, I think she is the one who says that we are not simply teaching language, but we are teaching students and do need to understand what language is, what grammar is, as they are using it all, that’s it Participants’ voice : Db

Prospective EFL teachers’ cognition on grammar(ing) as skill TESOL 2010 44th Annual Convention & Exhibit – Boston Eliane H. Augusto-Navarro (eaugustonavarro@gmail.com) ,[object Object],INTERVIEW 2) Ok. Well, my view of grammar has changed a lot as I said before, I thought that I didn’t like grammar, but it turns out that what I didn’t like was the way people taught it to me, so now I have a different view over grammar, and I can see that it is important, but not in the way it’s been taught . We have to be cautions when we think about that because, ah, as it happened to me, ah, students view of the language might depend on this grammar view, so we should tell our learners that grammar is not a bad thing, it’s not meaningless, you have to know it, but we have to tell them that it’s not everything ; it’s important, but it’s not everything, so I guess this was a very positive point after taking this course, I can see that grammar is important, and, ah, concerning the theory itself, the theories, actually, I thought the theory was very interesting, I really liked them, and I kind of believe in all I read, and I find it really difficult to put in practice because, I don’t know, it’s something different, something new, we don’t have something, we, we just don’t have, ah… a guide, you know, we have only the theory and not exercises, not real classes, so I think that’s a hard point, I think that practice after, about, actually about all stuff is very hard to do it. That’s it. Participants’ voice : Nt

Prospective EFL teachers’ cognition on grammar(ing) as skill TESOL 2010 44th Annual Convention & Exhibit – Boston Eliane H. Augusto-Navarro (eaugustonavarro@gmail.com ) ,[object Object],INTERVIEW 2) Ok. So, ah… I think I, I’m still thinking, continue thinking that grammar is very important , but I think that now I’m able to explore it differently than before. I think that in the beginning of the, the semester, yes, before learning all these styles and learning all these, these ways to, to, to work through grammar, ah, I was to focus on structure and I, I think I used to use metalanguage and… I think now it’s, it’s different; my conception of teaching grammar is different . I don’t know if, ah…, I don’t know if, my conception changed, yes, I really think that, I continue think that grammar is important and, that it is, it is necessary, but now I think differently when I’m teaching a language, yes, teaching grammar, to, to, to use grammar differently in exercises and to explore more our students before guiding them into grammar, so , I think it was very good to, to, to reflect upon grammar differently, yes, sometimes I got confused reading some things because I have never read before this kind of articles and, and texts, but I think I can apply some, some ideas on my teaching, and I think it’s very important, and the best thing I think I could reach was this, this idea that we need to think about our students first, the need (group?) is different, yes, we don’t have, ah… every time the same students, yes, they are different, and we need to think about them when we are develop, developing a material or creating a course, or giving a course, and, now I see that grammar can be explored differently than before. I think that was the best gain I, I had. Participants’ voice : Sf

Prospective EFL teachers’ cognition on grammar(ing) as skill TESOL 2010 44th Annual Convention & Exhibit – Boston Eliane H. Augusto-Navarro (eaugustonavarro@gmail.com) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Prospective EFL teachers’ cognition on grammar(ing) as skill TESOL 2010 44th Annual Convention & Exhibit – Boston Eliane H. Augusto-Navarro (eaugustonavarro@gmail.com) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

References Batstone, R. (1994) Grammar. 147p. Oxford University Press Borg, S. (2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching , 36, 81–109 Larsen-Freeman, D. (2003) Teaching Language: From Grammar to Grammaring . 170p. Heinle & Heinle.

Prospective EFL Teachers' Changing Views on Teaching Grammar as a Skill

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