INTRODUCING GRAMMAR LEARNING STRATEGIES IN A2 AND B1 CLASSES OF ENGLISH AS A FOREIGN LANGUAGE: AN ALBANIAN CASE STUDY
AbstractThe 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.
Cohen, A. D., & Pinilla-Herrera, A. (2011). Communicating grammatically: Constructing a Learner Strategies Website for Spanish. A New Look at Language Teaching and Testing: English A Subject and Vehicle. 63-83. Retrieved from http://carla.umn.edu/about/profile/CohenPapers/communicating-grammatically.pdf.
Cohen, A., & Maroco, E. (2007). Language Learner Strategies, Britain: Oxford University Press.
Ellis, R., &Barkhuizen, G. (2005). Analysing Learner Language. Britain: Oxford University Press
Lukra, D. (2015). Grammar Learning Strategies for Pre-Intermediate Learners of English as a Foreign Language: An Albanian case-study. Unpublished graduation thesis by, tutored by Dr. Benita Stavre. “Fan S. Noli” University. Albania.
Knight, P., & Lindsay, C. (2007). Learning and Teaching English; A Course for Teachers. Oxford University Press.
Mitchell, H. Q. (2009). “Traveller” Intermediate; Student’s Book, Work book and Teacher Resource Book. MM Publications.
Pawlak, M. (2008). Advanced learner’s use of strategies for learning grammar: A diary study. In “Investigating English Language Learning and Teaching”. Faculty of Pedagogy and Fine Arts. Poznan – Kalisz.
Pawlak, M. (2009). Grammar learning Strategies and Language Attainment: Seeking a Relationship. Research in Language. Vol.7, 43-60.
O’Malley, J., & Chamot, A. (1990). Learning Strategies in Second Language Acquisition. Georgetown University, Cambridge University Press.
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. NY: Newbury House Publisher.
Oxford, R. L., & Griffiths, C. ed. (2014. April). Language Learning Strategy Research in the Twentieth –First Century: Insights and Innovations. System. Vol 43. 1-120.
Sykes, A. H. (2015, July). The Good Language Learner Revised: A Case Study. Journal of Language Teaching and Research. Vol.6, No.4, 713 -720. Retrieved from www.academypublication.com /gis/index.php/jltr/article/view/jltr. 0607713720/266.
Tilfarlioglu, F. Y., & Yalçin, E. (2005, October). An Analysis of the Relationship between the use of Grammar Learning Strategies and the Student Achievement in English Preparatory Classes. Journal of Language and Linguistic Studies. Vol. 1, No.2, 155 – 169.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (Creative Commons Attribution License 3.0 - CC BY 3.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
firstname.lastname@example.org, www.iseic.cz, ojs.journals.cz