Innovation in Language Learning
Rethinking of Self- Monitoring and Self- Response Roles in Teaching Grammar Knowledge to Iranian ELT Teachers
Gholam Reza Parvizi, Alborz University (Iran, Islamic Republic of)
Ali Reza Kargar, Lorestan University (Iran, Islamic Republic of)
Abstract
In the present days, learning and teaching researches have emphasized the charge which teachers, tutors, and trainers’ constraint knowledge treat in re-sizing and trimming what they perform in educational space. Regarding English Language as subject to Teaching, although the prominence of instructor knowledge about language grammar has also been stressed, but the lack of empirical insight into the relationship between teachers’ self-monitoring of grammar knowledge and its correspondent self- response has been observed. With particular attention to the grammar, this article indicates and discusses information obtained from self’s feedback and conversing to teachers who backwash the issue. The result of the study indicates that enabling teachers to progress and maintain a logical and realistic awareness of their knowledge about language grammar have to be prominent goal for teacher’s education and development programs.
Keywords: Grammar Knowledge, Self-Monitoring, Self -Response, Teaching Grammar
