SPOKEN GRAMMATICALITY AND EFL TEACHER CANDIDATES

Training in spoken grammatical accuracy at
professional levels in English teacher education
programs to ensure teaching quality is a program
component. However, English as a foreign language
teacher education programs typically do not focus on
this area. The present research employed a pretest-
posttest control group experimental design to
investigate the effects of an explicit grammar
teaching method on a group of EFL teacher
candidates oral accuracy. The main purpose of the
study was to investigate if the proposed teaching
method would improve the teacher candidates oral
English proficiency with respect to grammaticality,
and if so, to what extent? Moreover, in light of
concerns that second language speakers attention to
accuracy may impaired their fluency, the research
also studied if explicit grammar instruction would
impair speaking fluency of the teacher candidates.
The study findings suggested that grammar
instruction could improve spoken grammatical
accuracy of English teacher candidates, who are
advanced English learners. In addition, the
increased grammatical accuracy was not obtained at
the expense of fluency.

Autorentext

Assistant Professor, Specialized areas: Second Language
Acquisition, Language Pedagogy, Teacher Education, Quantitative
Research Methods. Education: Ph.D.,Second Language Eudcation,
The Ohio State University, USA, 2007; M.A., Japanese Pedagogy,
The Ohio state University, 2003; M.A., TESOL, The Ohio State
University, 2001.

Klappentext

Training in spoken grammatical accuracy at
professional levels in English teacher education
programs to ensure teaching quality is a program
component. However, English as a foreign language
teacher education programs typically do not focus on
this area. The present research employed a pretest-
posttest control group experimental design to
investigate the effects of an explicit grammar
teaching method on a group of EFL teacher
candidates' oral accuracy. The main purpose of the
study was to investigate if the proposed teaching
method would improve the teacher candidates' oral
English proficiency with respect to grammaticality,
and if so, to what extent? Moreover, in light of
concerns that second language speakers' attention to
accuracy may impaired their fluency, the research
also studied if explicit grammar instruction would
impair speaking fluency of the teacher candidates.
The study findings suggested that grammar
instruction could improve spoken grammatical
accuracy of English teacher candidates, who are
advanced English learners. In addition, the
increased grammatical accuracy was not obtained at
the expense of fluency.