"If I don’t enjoy it, how are my kids going to enjoy it?" : case study in English grammar teaching
The question over how grammar should be taught has been discussed amongst s everal linguistics scholars. Different grammar teaching methods present different focus on the target language, grammar and learner’s role. All of the methods have their strengths and weaknesses and in order to know which method to pick, one must know all the strengths and weaknesses of these methods. In this case study, a teacher from Central Finland was interviewed on her grammar teaching methods and the reasons behind these methods for fifth-graders. Factors influencing her selection of methods were the grammatical topic to be taught, learners’ different learning styles, relevance of the topic and the most natural and authentic situation in which learners’ will be using these grammatical features. She utilizes different methods such as grammar stories, songs and communicative teaching approach. She sometimes teaches grammar explicitly or implicitly depending on her pupils’ levels and on the grammatical topic. Pupils love the grammar stories and would gladly learn grammar. Learners can sometime even be part of the teaching pro cess and in the making of grammar stories. This engages the learners at a deeper level and encourages them to be active in their own learning process. ...
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- Kandidaatintutkielmat 
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”Siksi, että se tuntuu helposti opettajastakin tylsältä” : communicative methods in English grammar teaching in Finland Anttila, Suvi (2015)Sekä kieliopin opetusta että kommunikatiivista opetusta on tutkittu Suomessakin melko laajalti, mutta näiden kahden kohtaaminen ei toistaiseksi ole päässyt tutkimusten kohteeksi. Kielioppia pidetään usein vaikeana ja jopa ...
Töllinen, Jonna (2002)
Preadolescent EFL learners’ self-efficacy expectancies before and after completion of a grammar task : Multivariate analyses of grade level, gender, and performance effects Faber, Günter (Centre for Applied Language Studies, University of Jyväskylä, 2020)Learners’ task-specific self-efficacy expectancies have gained increased attention in the EFL context. Across various competence areas they have been demonstrated to substantially affect learners’ motivation, learning ...
Finding Learning in Teaching : Eritrean primary teacher educators' perspectives on implementing learner-centered and interactive pedagogies Posti-Ahokas, Hanna; Meriläinen, Katri; Westman, Anna (Univeristy of Leiden, 2018)Eritrea has given an increasing policy emphasis on implementing learner-centered interactive pedagogies (LCIP) at all levels of the education system. However, both teachers and teacher educators struggle with implementation of ...
Valli, Päivi (2021)The curriculum is seen as a key steering document for teaching and learning. In Finland, its latest reform from 2014 highlights the importance of pupil’s learning rather than teaching. This article describes the learner-centered ...