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Teaching English Grammar to Arabs: An Exploratory

Study into the Context of University Undergraduate

EFL Classrooms in the UAE

By

Tariq Abdulkhaliq Eltantawi

Dissertation submitted in partial fulfillment of

MEd in Teaching English to Speakers of Other Languages

Faculty of Education

Dissertation Supervisor

Professor Amanda Howard

April-2012

DISSERTATION RELEASE FORM

Student Name

Tariq Abulkhaliq Eltantawi

Student ID

90128

Programme

MEd Date

26/05/2012

Title

Teaching English Grammar to Arabs: An Exploratory Study into the Context of University Undergraduate EFL classrooms

in the UAE I warrant that the content of this dissertation is the direct result of my own work and that any use made in it of published or unpublished copyright material falls within the limits permitted by international copyright conventions. I understand that one copy of my dissertation will be deposited in the University Library for permanent retention. I hereby agree that the material mentioned above for which I am author and copyright holder may be copied and distributed by The British University in Dubai for the purposes of research, private study or education and that The British University in Dubai may recover from purchasers the costs incurred in such copying and distribution, where appropriate. I understand that The British University in Dubai may make that copy available in digital format if appropriate. I understand that I may apply to the University to retain the right to withhold or to restrict access to my dissertation for a period which shall not normally exceed four calendar years from the congregation at which the degree is conferred, the length of the period to be specified in the application, together with the precise reasons for making that application.

Signature

T.T.

Abstract

university classrooms in the UAE. It looks at the importance of grammar instruction in this context, the optimal method of teaching grammar, the challenges faced by teachers when dealing with this language area, the effect and method of grammatical error correction in addition to the impact of Arabic language interference on learning English grammar. A survey and interviews were used for this purpose. The survey consisted of seven demographic information questions,

28 closed-items questions of 5-point Likert scale (testing the extent of agreement or

disagreement of respondents with the items) and three open-ended questions. The surveyed teachers were twelve males and ten females from different backgrounds working in various

universities and higher education institutions in Abu Dhabi and Sharjah, five of them were

individually interviewed. Although the survey was originally paper-based, fifteen surveys were completed on paper, while the other seven were filled out online. The findings revealed that the majority of teachers appreciated the importance of grammar for mastering the language skills. Although they stressed the contextualized grammar, they believed that a combination of both The challenges they have faced when teaching grammar have been the use of authentic material, addition to the difficulty of some structures. Arabic language interference has been seen by the teachers as a stumbling block to grammar he grammar method, they use the explicit and implicit techniques for correcting the written errors. They believe that correcting

Dedication

This work is dedicated to my wife and children who were very patient with me in times of pressure and who gave my study the priority over their social life. They strengthened my resolve to reach my goal. But for their encouragement and help, this work would not have been completed.I would like to express my love and gratitude to them for their contribution to my success after the long journey of study.

Acknowledgements

I am deeply grateful to my tutor and supervisor, Professor Amanda Howard, for her guidance and support throughout the process of writing my dissertation. I would also like to thank the Faculty Dean, Professor Eman Gaad, for helping me with Professor Amanda to meet the submission deadline. Many thanks go to all participants in the research, especially Professors Roger Nunn, John Herlihy and Steven Cornish who played major roles in collecting the research data. Finally yet importantly, I extend my thanks to Mrs Radhika Osullivan for proofreading parts of my dissertation and providing guidelines in terms of referencing and writing different chapters of the dissertation.

Table of Contents

Section No. Title Page No.

Chapter One: Introduction

1.1 Background information

1

1.2 Aim and significance of the study

2

1.3 Objectives of the study and research questions 3

1.4 Structure of the dissertation 4

Chapter Two

Literature Review

2.1 The importance of grammar Instruction 5

2.2 Form-focused instruction 7

2.3 Using grammar terminology in the classrooms 10

2.4 11

2.5 Error Correction and negative feedback 12

2.5.1 Feedback in writing 13

2.5.2 Feedback in oral communication 15

2.6 The negative impact of L1 on learning L2

17

2.7 Summary

19

Chapter Three

Methodology

3.1 Participants 21

3.2 Research tools 22

3.2.1 23

3.2.2 25

3.3 Procedures 26

3.4 Data analysis

28

3.5 Research ethics considerations 29

Chapter Four

Results

4.1 Survey quantitative findings

30

4.2 Survey qualitative findings 39

4.3 Interview findings 43

4.3.1 The impact of grammar teaching on the

communication skills 43

4.3.2 The best grammar teaching method 44

4.3.3 challenges of grammar teaching 45

4.3.4 Grammatical error correction 46

4.3.5 First language interference 47

4.4 Summary of the results 48

Chapter Five

Discussion and Conclusion

5.1 Discussion 49

5.1.1 Limitations of the study 53

5.2 Conclusion

53

5.2.1 Recommendations 54

5.2.2 Implications 55

References

56

Appendices

Appendix A

62

Appendix B 68

Appendix C 69

Appendix D 71

Appendix E 72

Appendix F 74

List of Tables

Table No. Title Page No.

1 Types of Form-Focused Instruction 10

2 Taxonomy of corrective feedback strategies 16

3 information 22

4 Distribution of survey items to the research

questions 24

5 Profile of interviewed teachers 26

6 The optimal approach to teaching grammar 32

7 35

8 The impact and method of grammar error correction 36

9 question 29 40

List of Figures

Figure No. Title Page No.

1 Classification of FFI constructs 8

2 The importance of grammar 31

3 First language interference 38

4 41

Chapter One

Introduction

1.1 Background information

Among the different instructional language areas, grammar teaching has been the most contentious in terms of its importance to language learning, the problems of handling it, the most workable method used PRVWFRQWURYHUVLDODQGOHDVWXQGHUVWRRGDVSHFWRIODQJXDJHWHDFKLQJquotesdbs_dbs7.pdfusesText_13