Grammar teaching pedagogy has been rigorously reconceptualised as a result of perpetual shift from one teaching method to another. A number of dimensions dichotomizing grammar teaching approach appears in response to the disparate degrees of grammar positioning in second or foreign language teaching. This paper attempts to rationalize that grammar teaching for adult learners in Indonesian non-formal educational context is more appropriately approached through the deductive and explicit teaching. The presented rationale is substantiated from the literature drawing upon theoretical basis of English language teaching (ELT) as well as my professional practice as an English teacher in the referred context. The findings reveal that there is a broad spectrum of variables to determine how grammar teaching is contextually approached. This paper specifically addresses language complexity gap and language needs as two determinants in implementing the deductive and explicit grammar teaching for Indonesian EFL adult learners. Two examples of classroom activities are presented as the contextual manifestation of deductive and explicit grammar teaching approach. The implication for EFL grammar teaching indicates the necessity to consider the context-bound determinants prior to putting a particular grammar teaching approach into practice.
Argian Nicko Wiwoho, Monash University, Australia
Stream: Teaching and Learning
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