Main Article Content
With the rise of communicative approaches in modern educational systems, grammar teaching has started to be a controversial issue among researchers. Whether formal instruction of grammar is essential for learners to attain high levels of accuracy in the language learning process still remains as a subject to debate. Therefore, this paper focuses on the perceptions of in-service lecturers about grammar teaching, specifically about the effectiveness of grammatical accuracy on writing and speaking activities. Data were collected using a questionnaire which is adapted from Jean and Simard [Foreign Language Annals, 44(3), 2011] targeted the lecturers’ beliefs and perceptions about the effectiveness of formal grammar instruction. This study result reveals that for lecturers, formal instruction of grammar is inevitable to attain a high proficiency level in writing activities. For speaking activities, however, lecturers do not think that grammar is an essential part of the language learning process.
Keywords: Grammar teaching, writing, speaking, perceptions of lecturers.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).