English Australia Journal : English Australia Journal 27.2
English Australia Journal Volume 27 No 2 41 Disagree (%) Agree (%) Teachers Students Teachers Students 6. S*: I like the teacher to provide examples illustrating the target grammar point, then let the students work out the rule rather than explain the rule, unless the students fail to work out the rule. 52 48 T*: In teaching grammar, the teacher should provide examples to illustrate the target grammar point then let the students work out the rule rather than explain the rule unless the students fail to work out the rule 7 90 Note : In cases where percentages do not add up to 100, not all respondents addressed the particular item. *S&T : Item on both student and teacher questionnaire *S : Item on student questionnaire *T : Item on teacher questionnaire Table 2: Students’ and teachers’ beliefs about explicit grammar instruction Role of practice Items 6 and 7 asked the students and teachers about their beliefs with regard to practising grammar. Again, as indicated in Table 3, as many as 72% of the students and slightly fewer teachers (61%) agreed on the need to do as many grammar exercises in the classroom as possible. Doing grammar exercises seemed to be the only way of practising the target grammar points for a great number of students. As with other items in the questionnaire, there is a discrepancy between teachers and students with regard to the role of grammar exercises, although the gap is not wide. Item 7, regarding the role of communicative tasks, received a negative response from a majority of the students and the teachers. Teachers and students both agreed that students should not ‘practice using English through communicative tasks without teaching grammatical structures’.
English Australia Journal 28.1
English Australia Journal 27.1