A Proposed Model for Grammar Instruction to EFL Adult Learners: The Case of Second-Year Students at Biskra University
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Abstract
Due to the importance of learners’ beliefs towards language learning success in general and grammar learning in specific, the present paper seeks to gauge EFL students’ beliefs about the different types of grammar instruction. To this end, a quantitative descriptive method was adopted, using a questionnaire administered to 95 Algerian EFL students who enrolled in the second year at the Department of English, Mohamed Khidher University. The findings revealed that the students have positive attitudes toward the role grammar plays in language learning; however, they express mixed reactions towards both inductive and deductive grammar instruction, where most of the participants prefer the direct deductive approach. Such findings drive us to propose a model based on the experiential learning theory to correct some EFL learners' misconceptions about their learning, a shift from a teacher-centered approach to a learner-centered approach, to promote learner autonomy.
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