Pre-service English language teachers’ perceptions towards teaching grammar

Authors

  • Mohan Singh Soud Tribhuvan University, Nepal

DOI:

https://doi.org/10.3126/nelta.v23i1-2.23353

Keywords:

Grammar teaching, pre-service teachers, inductive method, deductive method, constructivism

Abstract

This article explores the perceptions of pre-service English language teachers studying at Master’s level under Education faculty at Tribhuvan University Nepal towards grammar and grammar teaching employing a qualitative research design. Three pre service English teachers were involved in this study, out of which two were females and one was male. The research participants were interviewed using a semi-structured interview technique to collect relevant information to fulfill its purpose. The finding several that pre-service English teachers are in favour of teaching grammar. However, they believe that grammar should not be taught giving rules directly. All of the participants favour the use of inductive method of teaching grammar though they were taught through the use of deductive method at school.

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Author Biography

Mohan Singh Soud, Tribhuvan University, Nepal

Mohan Singh Saud is currently an M.Phil. scholar at Graduate School of Education, Tribhuvan University, Nepal. He has been teaching English from plus two to Master’s level at Kailali Multiple Campus, Dhangadhi, Nepal since 2004. He has published some books including school level English series, some journal articles. His areas of interest include grammar teaching, professional development, English medium instruction (EMI), mother tongue-based medium of instruction, linguistic diversity and globalization

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Published

2018-12-31

How to Cite

Soud, M. S. (2018). Pre-service English language teachers’ perceptions towards teaching grammar. Journal of NELTA, 23(1-2), 90–104. https://doi.org/10.3126/nelta.v23i1-2.23353

Issue

Vol. 23 No. 1-2 (2018)

Section

Articles

License

© Nepal English Language Teachers’ Association (NELTA)

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