Academic journal article Modern Journal of Language Teaching Methods

The Effect of Alternative -Teaching Model on Efl Learners' Grammar Achievement

Academic journal article Modern Journal of Language Teaching Methods

The Effect of Alternative -Teaching Model on Efl Learners' Grammar Achievement

Article excerpt

Abstract

This study was an attempt to investigate the effect of alternative teaching model on EFL learners' grammar achievement. For this purpose, 60 female pre intermediate junior high school EFL learners were chosen from a total number of 90 through their performance on a piloted Key English Test (KET). Based on the results, the students were randomly assigned to one control and one experimental group with 30 participants in each. Prior to the treatment, students took part in a piloted teacher-made grammar test as pre-test. Both groups underwent the same amount of teaching during 12 sessions of treatment. The only difference was that the experimental group received the treatment in the form of getting instruction on co-teaching model while the control group received the routine instruction of grammar. At the end of the treatment, a piloted teachermade grammar test was administered to both groups and an independent samples t-test was used to test the null hypothesis raised in the study. The results showed that alternative teaching model has a significant effect on junior high school students' grammar achievement.

Key words: Co-teaching, Co-teaching models, Grammar proficiency, Alternative teaching, Regular (general) education teacher, special education teacher

1. Introduction

Teaching is one of the complicated processes taking place in the schools and educational institutions. In traditional teaching model, one teacher is responsible for supervising all tasks of lessons over a specific time. The arrival of new strategies of teaching, issues of motivation, the satisfaction of students and academics' needs and other factors contributing to successful teaching activities all are looking forward into the creative genius of a single teacher. The seemingly difficulty of addressing all these elements simultaneously by a single pedagogue appeals for a new alternative in the method of teaching. Also, the increasing number of diverse student populations in schools highlights the need for effective service delivery models to accommodate these students.

Grammar is fundamental to language, without grammar, language does not exist. All languages have grammar, and each language has its own grammar" (Beverly, 2007 as cited in Williams, 2007). People who speak the same language are able to communicate with each other because they all know the grammar system and structure of that language, that is, the meaningful rules of grammar (Beverly, 2007 as cited in Williams, 2007) .The importance of grammar will hardly be under question by teachers. Most language teaching and text books are organized along grammatical criteria. Language teaching professionals have also become increasingly aware that grammar instruction plays an important role in language teaching and learning. Learning grammar depends on teaching in a correct and beneficial way.

On the other hand, Reith and Polsgrove (1998) aptly state that, "it is not enough to merely place students within general class settings without providing appropriate training, materials, and support to them and their teachers, "If done so, their failure is the outcome" (p. 257).

One of the recently suggested methods for accelerating and facilitating the education process is co-teaching model. The concept of co-teaching got emerged about several years ago through the works of scholars suchas Walther-Thomas (1997). However, it was initially introduced to call for issues of teaching handicapped students in an exclusive class (Cook & Friend, 1995; Dieker, 2001; Dieker & Murawski, 2003; Gately & Gately, 2001; Keefe & Moore, 2004; Stanovich, 19%; Tobin, 2005; Vaughn, Schumm, and Arguelles, 1997).

There exists a variety of definitions for co-teaching. Cook and Friend (1995), for example, state that co-teaching is "two or more professionals delivering substantive instruction to a diverse or blended group of students in a single physical space" (p. 14). Similarly, Angelides (2006, p. …

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