Enriching the teaching of grammar in a government primary school context
Date of Award
Master of Education (M. Ed.)
Institute for Educational Development, Karachi
In the government school system in Pakistan, much emphasis is given to the teaching of English language through grammar translation and explicit rules. Generally, it is considered to be the only way to teach English language by teachers. However, so far the teaching of English language through grammar translation and explanation of explicit rules has been ineffective. Teachers do not seem to be as concerned about enabling the students to communicate in the language as they are about them passing the exams. In addition, most of the teachers have studied in this system and that is why English language has been taught traditionally for years. This study set out to explore the ways of enriching the teaching of grammar in that particular context. A school from that context was selected for the study in which my role was that of a teacher. Techniques were used from the research conducted abroad and adapted to suit the needs of the school. Some materials were also adapted from the prescribed textbook to accommodate the techniques used in the study for enriching the teaching of grammar. However, the Grammatical Structures were selected from the prescribed textbook in consultation with the class teacher. The data from this study illustrate the ways of enriching the teaching of English grammar in that particular school context. The study shows effective use of the techniques with the possible reasons. Apart from that, this study shows the challenges faced and some ways to overcome them. On the whole, the study suggests the ways of enriching the teaching of grammar in that context. The major reasons appeared to be that the suggested ways for enriching the teaching of grammar provide an environment whereby the students not only acquire the language, but also learn the rules of grammar.
Fazal-ur-Rehman, . (2000). Enriching the teaching of grammar in a government primary school context (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.