EFL Student Teachers’ Knowledge and Perceived Strategy Use in TeachingGrammar

This study aimed to investigate pre-service teachers’ perceptions and knowledge of teaching grammar to EFL language learners. The participants were ۴۴ MA students of TEFL at Iran University of Science and Technology. Four open-ended questions on strategy use and methods of teaching grammar to EFL language learners were the instrumentsof this study. The results of theme-based analysis revealed that inductive approach, integrative approach, contextualization, telling story, and tasked-based approach were the methods suggested for teaching grammar. The results also showed that pre-service teachers preferred to use authentic texts, story, song, and technological tools for teaching grammar. The findings also indicated that the participants held the view that the best methods for teaching grammar included inductive approach, meaning-focused instruction, and using reading or writing tasks. This study recommends EFL teacher educators to offer some training sessions to student teachers on the methods and techniques of effective teaching of grammar.

کلیدواژه ها:

EFL student teacher ، strategy use ، inductive approach ، teaching grammar ، integrative approach