International Journal of Research Studies in Language Learning
CollabWritive Special Issue
2024 Volume 10 Issue 2
Available Online: 15 June 2024
Author/s:
Yao, Yanyang
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (438305226@qq.com)
Abstract:
Teaching grammar is an essential element of language learning and teaching, particularly in the context of learning a second language (L2). The methods, knowledge, and practices related to teaching grammar can greatly influence how effectively grammar is taught. Teachers of English as a Foreign Language (EFL) in Chinese higher vocational institutions tend to have favorable views on the significance of teaching grammar. However, there is diversity in their opinions regarding the most effective approaches to grammar instruction. This research focuses on examining the teaching of second language (L2) grammar, along with the grammatical knowledge and practices of EFL teachers in Chinese higher vocational schools. The insights gained from this research are intended to improve the quality of grammar instruction provided by teachers. The participants of the study are 405 Chinese higher vocational EFL teachers coming from different patterns of vocational colleges concerning age, sex and years of teaching. The study employed the descriptive research method, and a locally designed questionnaire with a 4-level Likert scale including 60 items employed to collect data concerning L2 grammar teaching, grammatical knowledge and practices. In addition, it is reported that there were significant differences in age in terms of L2 grammar teaching, grammatical knowledge and practices. Hence, a proposed pedagogical plan to enhance the L2 grammar teaching for Chinese higher vocational EFL teachers was put forward.
Keywords: L2 grammar teaching, grammatical knowledge, practices, Chinese higher vocational colleges, EFL teachers
DOI: https://doi.org/10.5861/ijrsll.2024.018
Cite this article:
Yao, Y. (2024). L2 grammar teaching, grammatical knowledge and practices among Chinese higher vocational EFL teachers. International Journal of Research Studies in Language Learning, 10(2), 107-114. https://doi.org/10.5861/ijrsll.2024.018