The current study aimed to identify teachers’ and pre-service teachers’ attitudes towards English grammar, as well as their perceptions on the best mode of grammar instruction. The study was conducted using the comparative approach, intended to compare the attitudes and perceptions of teachers and pre-service teachers. The study utilized a questionnaire comprising 20 items applied to a sample of 306 pre-service teachers in the English Department at the College of Basic Education and 224 EFL teachers in public schools. The results found that teachers and pre-service teachers had favorable attitudes towards grammar. Teachers demonstrated stronger favorability towards grammar compared to pre-service teachers. It was also found that teachers and pre-service teachers favor an implicit mode of grammar instruction as opposed to explicit instruction. The sample of pre-service teachers demonstrated stronger favorability towards implicit grammar instruction. This study has implications on Kuwait’s education system given its shift from an objective-based curriculum to a competency-based curriculum.
Citation: Anam A. AlFadley, Sarah M. Qasem & Anar H. AlRuwaie (2021) Attitudes of Teachers and Pre-Service Teachers Towards Teaching Grammar and Their Perceptions of Grammar Instruction, British Journal of Education, Vol. 9, Issue 7, pp.88-110
Keywords: Explicit Instruction, deductive, implicit instruction, inductive
