Although a wide range of theories and approaches for teaching grammatical rules of English have been extensively discussed in the research on English as a Foreign Language (EFL) pedagogy, the most convenient approach applied by the language teachers seems to be textbook-based. Yet, little has been done to analyze grammar textbooks and their underlying pedagogical theories. In addition, studies on teacher cognition and reflection on grammar teaching materials have had little attention from the researchers in this field. This paper, therefore, has its main aim to demonstrate a critically reflection on the teaching materials of English grammar. The study investigated the extent to which the teaching materials suit the grammar teaching in the Thai EFL classroom context, and developed a revised version of the sample material. The revised activities allow the students to approach learning of grammar explicitly before practicing with repeated data input, individual tasks, and pair-discussion exercises. The results contribute to reflective thinking and material development skills in teacher training programs.
Jirapa Abhakorn, National Institute of Development Administration, Thailand
Stream: Social Sciences
This paper is part of the ACSS2013 Conference Proceedings (View)
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