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dc.contributor.advisorMitrofanova, Natalia
dc.contributor.advisorKillie, Kristin
dc.contributor.authorLarsen, Hannah Sigrid
dc.date.accessioned2023-08-23T09:04:34Z
dc.date.available2023-08-23T09:04:34Z
dc.date.issued2023-05-14
dc.description.abstractThe purpose of this thesis is to explore the current status of grammar teaching in the English subject in Norwegian schools, through English teachers' points of view. A mixed methods study was conducted by gathering data from English teachers all over Norway through interviews and an online questionnaire. The foundation of the research study is two research questions, each of which includes complementary sub-questions that further specify the topic. The research questions are formulated as follows: (RQ1). How do English teachers in Norway currently teach grammar, and what approaches do they employ when teaching? (1.1) Do they teach grammar implicitly or explicitly? (1.2) Do they favor a traditional approach, a purely communicative approach, or a combination of both? (RQ2). What opinions and attitudes do English teachers in Norway currently have regarding grammar instruction? (2.1) Do they believe grammar teaching is important? (2.2) Do they find grammar instruction challenging? The results of the present research study are discussed in comparison to relevant previous research and theory. The findings suggest that English teachers in Norway generally believe grammar instruction is important in school, and at the same time, they favor a communicative approach to language teaching. In addition, most of the participants state that they employ an implicit approach to teaching grammar, where they teach grammar without attracting the learners' attention to grammatical form. Most teachers in this study also do not feel uncertain about their knowledge when teaching grammar and generally do not find it challenging. The findings correlate with previous research done on the topic. It can be assumed that due to the change in perception of grammar teaching throughout the years, most teachers teach grammar implicitly, as a tool for communication and meaning-making.en_US
dc.identifier.urihttps://hdl.handle.net/10037/30211
dc.language.isoengen_US
dc.publisherUiT Norges arktiske universiteten_US
dc.publisherUiT The Arctic University of Norwayen_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0en_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)en_US
dc.subject.courseIDENG-3982
dc.subjectVDP::Humanities: 000::Linguistics: 010::English language: 020en_US
dc.subjectVDP::Humaniora: 000::Språkvitenskapelige fag: 010::Engelsk språk: 020en_US
dc.subjectGrammar instructionen_US
dc.subjectTeachers´ attitudes and opinionsen_US
dc.subjectEnglish subjecten_US
dc.titleThe Current Status of English Grammar Instruction in the Norwegian school system: Attitudes, Opinions, and Practicesen_US
dc.typeMaster thesisen_US
dc.typeMastergradsoppgaveen_US


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Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
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