The Future of Education

Issues related to language teaching methodology have gained momentum with the advance of innovative approaches. Therefore, In EFL settings, attitudes determining the role and place of grammar bear vital importance. Because of the misconceptions that Communicative Language Teaching favors fluency over accuracy, arguments over grammar itself have emerged, let alone the mode of delivery or the amount of input. Therefore, grammar related issues have become controversial (Nassaji & Fotos, 2004,Ellis, 2006; Nassaji & Fotos, 2011). The future EFL candidate teachers should be equipped with a sound PCK (Pedagogical Content Knowledge) (Shulman, 1986).

 In this sense, the aim of this research is to describe the subject matter knowledge of the candidate teachers currently attending Second Grade and Third Grade at Mersin University Education Faculty. The data have been collected through a semi-structured questionnaire, and they have been processed through qualitative research methods. Since third graders have been involved in theoretical and practical courses, they are expected to have shaped their professional knowledge. The study also aims to disclose the underlying notions upon participants’ hearing “grammar” to determine the conceptual maps evoked in their minds due to their early learning experiences. 

References

Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. Tesol Quarterly, 83-107.

Nassaji, H., & Fotos, S. (2004). 6. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145.

Nassaji, H., & Fotos, S. S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. Routledge.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching.Educational researcher, 15(2), 4-14.