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|Title||Teaching Grammar Communicatively for Sixth Graders in Gaza Strip: A suggested Framework|
This study aimed at investigating the existing grammar teaching techniques for sixth graders in Gaza Strip in order to suggest a practical framework of effective and appropriate techniques for teaching grammar communicatively for Palestinian sixth graders. It also aimed at investigating whether the suggested framework develops sixth graders' performance to use the language in context and inspires their attitudes to be positive towards communicative grammar teaching. To fulfill the aims of the study, the researcher followed the experimental approach besides the descriptive analytical one. She used three tools to collect the needed data: an observation card, a test and an attitude scale. The observation card has presented the techniques, stages and procedures that English language teacher should implement while teaching grammar and the pedagogy of teaching grammar in the light of communicative language teaching. The observation card was shown to ten experts for benefiting from their comments in regard to any potential modifications, additions and deletions to achieve validity. Reliability was examined through the help of two colleague teachers who volunteered to observe three teachers while teaching grammar lessons in their classes. Because traditional practices of grammar teaching still dominate our Palestinian classrooms, and this situation has negative effects on language learning, the researcher prepared a suggested framework to teach grammar communicatively for 6th graders in Gaza Strip. It clarifies how to teach 6th graders grammar communicatively and it presents a number of effective and appropriate techniques and procedures to teach grammar more effectively. Therefore, it provides lesson plans for all the included grammar lessons in English for Palestine Grade 6. After that, the researcher used a test to measure the effectiveness of the suggested framework on sixth graders' performance to use grammar in context. In order to explore the attitudes of sixth grade students toward the affective and the linguistic benefits of the communicative approach, an attitude scale was used. The results of the analysis show the following: Sixth grade English language teachers do not use neither effective nor appropriate techniques or procedures to teach grammar communicatively. Regarding the results of the test, the experimental group students outperformed the control group students to use language in context. In other words, the suggested framework of teaching grammar communicatively is proved to be effective and beneficial. Sixth graders agreed on gaining linguistic and affective benefits of the communicative grammar teaching method. So, the suggested framework of teaching grammar communicatively enhances sixth graders' positive attitudes. Based on the study findings, the researcher recommended the Education Development Centre in UNRWA and the Ministry of Education to hold workshops in order to train English language teachers how to teach grammar communicatively. Besides, it is recommended to prepare several frameworks for teaching grammar lessons communicatively for English for Palestine Series.
|Publisher||الجامعة الإسلامية - غزة|
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