English teachers' view on grammar teaching in Norway
Permanent link
https://hdl.handle.net/10037/29232Date
2022-05-17Type
MastergradsoppgaveMaster thesis
Author
Pulk, Sara KristineAbstract
Teaching grammar has always been a much-debated issue in the field of language studies. In
this study, I have investigated what English teachers in Norway think about grammar
teaching, and what learning methods appear to have influenced their opinions. In order to
investigate this, I have used a quantitative approach where a questionnaire was sent out to
different primary and lower secondary schools as well as posted online for reaching out to
other English teachers. The teachers in the study claim to favor, and use, a wide range of
teaching activities and methods in teaching English grammar. Some of the teachers seem to
be heavily influenced by behavioristic learning methods and others by cognitive learning
methods but most of the teachers appear to be influenced not by a single learning theory but
by aspects of behavioristic, cognitive, and socio-cultural learning theory. As the participants
in this study do not represent a random sample, it is uncertain how generalizable the results
are; however, they suggest that teachers’ practices and beliefs in the area of grammar teaching
are diverse.
Publisher
UiT Norges arktiske universitetUiT The Arctic University of Norway
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