GRAMMAR IN EFL CLASSROOMS: Bridging Students’ Perceptions and Teachers’ Preferences

Abstract

Grammar in EFL Classrooms: Bridging Students’ Perceptions and Teachers’ Preferences offers a comprehensive discussion on English grammar teaching in the context of English as a Foreign Language (EFL). The book seeks to bridge the gap between students’ perceptions and teachers’ preferences through a blend of theoretical exploration, methodological review, and interview-based findings.

Chapter I presents the background, objectives, and urgency of grammar instruction in EFL classrooms. Chapter II elaborates on the definition of grammar and the principles of grammar teaching, highlighting its role in supporting broader language skills.

Chapter III explores a variety of well-established grammar teaching methods, including the Grammar Translation Method, Direct Method, Audio-Lingual Method, Total Physical Response, Communicative Language Teaching, Silent Way, Suggestopedia, and Community Language Learning. Each method is discussed in terms of its concepts, application steps, and relevance to EFL contexts.

Chapter IV integrates theory with field findings. It outlines the major themes and sub-themes identified in grammar teaching methods, with in-depth analysis of the Grammar Translation Method and Direct Method. This chapter also presents interview-based insights from teachers and students, revealing the alignment—or divergence—between students’ expectations and teachers’ preferences in grammar instruction.

By combining theoretical perspectives, methodological insights, and empirical data, this book serves as a valuable reference for educators, pre-service English teachers, and practitioners seeking to enhance grammar teaching practices in EFL classrooms based on real needs and classroom realities.