INTRODUCING GRAMMAR LEARNING STRATEGIES IN A2 AND B1 CLASSES OF ENGLISH AS A FOREIGN LANGUAGE: AN ALBANIAN CASE STUDY

Benita Stavre; Anxhela Pashko

doi:10.12955/cbup.v4.795

Benita Stavre Faculty of Education and Philology
Anxhela Pashko Foreign Language High School “Faik Konica”

DOI: https://doi.org/10.12955/cbup.v4.795

Keywords: grammar learning strategies, course book, learning outcomes

Abstract

The issue of learning strategies remains a complicated matter in the field of teaching English as a Foreign Language (EFL). Although the research has been intensive in the last twenty-five years, it is difficult to draw teaching strategies that fit learning contexts that vary greatly due to particular features of the learner. Furthermore, regarding grammar, teachers are even more convinced that it is their primary duty to lead and monitor the acquisition process in the classroom. The case of schools in Albania, where English is taught as a foreign language, shows that pupils who do well in proficiency tests, do not perform adequately in oral communication for the same grammatical knowledge. This papers aims to introduce a range of available grammar learning strategies for learners of EFL to use in the A2 and B1 levels. The material is accompanied by concrete examples of how grammar learning strategies can be included in lesson plans, based on textbook material. The aim is to render interested readers the awareness of the possible need to increase communicative grammar proficiency in learners of EFL by increasing their awareness of the range of means available to create long-lasting associations between the theory, acquisition, and correct usage of grammar. The earlier the attempts to create independent grammar learners, the sooner the opportunity exists for these learners to reach native-like grammar proficiency.

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