Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices

Hafiz Nauman Ahmed; Saqib Mahmood

doi:10.1515/cercles-2023-0047

Published by De Gruyter Mouton October 14, 2024

Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices

Hafiz Nauman Ahmed and Saqib Mahmood

From the journal Language Learning in Higher Education

https://doi.org/10.1515/cercles-2023-0047

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Abstract

Teacher cognition shapes teachers’ pedagogical decision-making and influences their teaching practices, including grammar instruction, even when their cognition and practices might be inconsistent. This study explores English language teachers’ cognition regarding grammar instruction and analyses (in)consistencies in teacher cognition and classroom practices. The study employed a structured questionnaire administered to over 210 teachers teaching English language to undergraduate classes at various universities in Pakistan. The results of the questionnaire were analysed using descriptive and inferential statistical analyses. The findings reveal that, despite using focus on forms (FonFs) instruction, teachers support focus on meaning (FonM) instruction, but consider focus on form (FonF) as the most suitable choice for language teaching. Moreover, the content and materials used by teachers reveal their actual classroom practices which tend to favour FonFs instruction, conflicting with their beliefs. This misalignment also indicates teachers’ insufficient knowledge of L2 learning theories and the intricate nature of their grammar cognition. The study implies the need for research on mediating factors in teacher cognition-practice and training programs promoting L2 theory and practical strategies.

Keywords: grammar instruction; gap in cognition and practices; language teacher cognition; Pakistani university English language teachers

Corresponding author: Hafiz Nauman Ahmed, DELL, The University of Lahore, Lahore, Pakistan, E-mail: naumanch@ymail.com

Appendices

Appendix A: Questionnaire on English language teachers’ cognition and grammar pedagogy

Part I: Demographic information
Please provide the information by ticking the boxes ().
Gender: Male Female
University Teaching Experience: 1 Year or Less 2–3 Years 4–5 Years Over 5 Years
Age: 25 or Less 26–30 31–35 Over 35
Working Institute/University: Public Private Both Public and Private
Highest Degree (MPhil/PhD): English Literature Linguistics Applied Linguistics
ELT/TESOL/TEFL
Educational Background: English medium throughout English medium from secondary or higher secondary school English medium during or after undergraduate education

Part II: Teachers’ perceived knowledge of English grammar
	Poor	Fair	Average	Good	Excellent

	1	2	3	4	5

Please choose the option that best describes your English grammar proficiency.

1. Your correct usage of English grammar	1	2	3	4	5
2. Your knowledge of English grammar rules and structures	1	2	3	4	5
3. Your understanding of English grammar terminology such as modifier, agreement, adjunct, relative clauses, etc.	1	2	3	4	5
4. Your knowledge of advanced English grammar such as non-finite clauses, complex transitive verbs, ellipses, etc.	1	2	3	4	5
5. Your updates on English grammar rules	1	2	3	4	5
6. Your study of grammar book(s)	1	2	3	4	5
7. Your study of grammar course(s)	1	2	3	4	5

Part II: Teachers’ beliefs about grammar teaching
	Strongly disagree	Disagree	Slightly disagree	Neutral	Slightly agree	Agree	Strongly agree

	1	2	3	4	5	6	7

For each of the statements below, please choose the option that best describes you and your opinion.

8. I teach grammar the way my teachers taught it to me when I was a student.	1	2	3	4	5	6	7
9. The study of grammar is essential to gain mastery over a foreign or second language.	1	2	3	4	5	6	7
10. There should be separate lessons on grammar in English language classes.	1	2	3	4	5	6	7
11. Grammatical structures, such as parts of speech, should be taught as separate units.	1	2	3	4	5	6	7
12. It is important to repeatedly practice grammar rules.	1	2	3	4	5	6	7
13. I prefer using the traditional methods of language teaching (e.g., Presentation, Practice, and Production, or Grammar translation Method, etc.) to teacher grammar.	1	2	3	4	5	6	7
14. While pointing out the error in students’ writings, I refer students to the grammar rule.	1	2	3	4	5	6	7
15. Grammar should be given importance in speaking activities.	1	2	3	4	5	6	7
16. Textbooks with grammatical exercises should be used in English language classrooms.	1	2	3	4	5	6	7
17. The focus on grammatical form is important during language teaching.	1	2	3	4	5	6	7
18. Language learning along with grammar occurs naturally when we communicate.	1	2	3	4	5	6	7
19. Instead of learning grammar separately, it is better to learn it within real-life situations and examples.	1	2	3	4	5	6	7
20. Grammar should only be focused on if students are experiencing difficulties with any language structure.	1	2	3	4	5	6	7
21. Grammar can be better taught through tasks instead of direct instruction.	1	2	3	4	5	6	7
22. There should be controlled practice of the target grammatical forms.	1	2	3	4	5	6	7
23. Feedback and correction should be provided on specific errors rather than correcting everything.	1	2	3	4	5	6	7
24. Language is better learned by reading more examples of a specific grammatical form.	1	2	3	4	5	6	7
25. The teacher should give examples first and let the students discover the rule.	1	2	3	4	5	6	7
26. Communication is the ultimate target of language learning; therefore, the focus should be on communicative activities only.	1	2	3	4	5	6	7
27. A language is taught by involving students in classroom discussions, presentations, and writing activities.	1	2	3	4	5	6	7
28. Language is learned through extensive reading rather than just studying grammar.	1	2	3	4	5	6	7
29. Students learn the correct and incorrect use of language over time, after getting more exposure to the language.	1	2	3	4	5	6	7
30. Understanding and expressing language effectively should be considered more important than grammatical rules.	1	2	3	4	5	6	7
31. Grammar rules should be taught only when they are necessary for communication and comprehension.	1	2	3	4	5	6	7
32. There is no need to teach grammar explicitly.	1	2	3	4	5	6	7

Part III: Grammar pedagogy
33. Students at the undergraduate level mainly consider language learning as grammar learning.	1	2	3	4	5	6	7
34. Students expect or sometimes demand the teaching of grammar in more traditional ways.	1	2	3	4	5	6	7
35. The classroom environment (e.g., class size, lack of facilities, etc.) generally supports the teaching of grammar.	1	2	3	4	5	6	7
36. An overemphasis on writing skills generally leads to focusing more on grammar.	1	2	3	4	5	6	7
37. Most of the time, there is an institutional demand to focus more on grammar.	1	2	3	4	5	6	7
38. Assessment ways suggested by the institution also restrict me to teach more grammar.	1	2	3	4	5	6	7
39. I focus on grammatical forms in isolation as they can easily be assessed in a large classroom.	1	2	3	4	5	6	7
40. The test items I develop examine the direct grammar knowledge of the students, even if I do not have institutional restrictions.	1	2	3	4	5	6	7
41. Teaching grammar as separate units generally suits my method of language teaching.	1	2	3	4	5	6	7
42. My social and professional environment, such as my colleagues and working environment, also encourages me to focus more on grammar teaching.	1	2	3	4	5	6	7
43. It is easier to teach grammar instead of engaging students in communicative tasks.	1	2	3	4	5	6	7
44. Generally, course contents bind me to focus more on grammar.	1	2	3	4	5	6	7
45. The course pack or recommended books also emphasize learning grammar explicitly.	1	2	3	4	5	6	7
46. I generally start my first grammar lesson by introducing parts of speech in the class.	1	2	3	4	5	6	7
47. My grammar lessons provide opportunities for students to practice grammar in class, such as identifying parts of speech, phrases, clauses, etc.	1	2	3	4	5	6	7
48. I often provide students with helpful materials on grammar topics, such as subject-verb agreement, in English language classes.	1	2	3	4	5	6	7
49. The course contents developed by me also include extensive grammar lessons.	1	2	3	4	5	6	7
50. If I have the opportunity, I use grammar books with exercises in class.	1	2	3	4	5	6	7

Part IV: Gap in teachers’ cognition and practices
51. I think that there is a gap between what I believe about grammar teaching and what I practice in class.	1	2	3	4	5	6	7
52. The demands of the institution influence the way I teach grammar more than my own beliefs.	1	2	3	4	5	6	7
53. Institutional or contextual factors (class size, students’ previous educational experiences, exam system, etc.) influence my ways of assessing students’ grammar knowledge.	1	2	3	4	5	6	7
54. I have a busy routine; therefore, I cannot make major changes to my grammar lessons.	1	2	3	4	5	6	7
55. I believe that grammar can be taught in better ways through communicative activities.	1	2	3	4	5	6	7
56. If I have enough time and freedom, I will change my ways of teaching grammar.	1	2	3	4	5	6	7

Appendix B: Descriptive statistics of contextual factors, content and materials, and gap in beliefs and practices

See Tables 7–9.

Table 7:

Content and materials.

Rank	Items	n	M	SD
1	My course content includes extensive grammar lessons	210	4.248	1.980
2	Course contents bind me to focus more on grammar.	210	4.648	1.840
3	Recommended materials emphasize grammar teaching explicitly	210	4.905	1.791
4	Would like to use books with grammar exercises in class	210	4.991	1.703
5	Content and materials	210	5.025	1.166
6	Start my grammar lesson with parts of speech	208	5.058	1.843
7	Provide materials on grammar topics	210	5.486	1.547
8	My grammar lessons provide grammar practice	210	5.800	1.217

Table 8:

Contextual factors.

Rank	Items	n	M	SD
1	Teaching grammar is easier than communicative tasks	210	3.610	2.002
2	Traditional grammar teaching suits my ELT method	210	4.000	1.947
3	Grammatical forms in isolation can easily be assessed in a large classroom.	210	4.314	1.847
4	Social and professional setting encourages to focus on grammar	210	4.400	1.764
5	Apart from institutional restrictions, my test items examine direct grammar knowledge	210	4.457	1.877
6	Contextual factors	210	4.791	1.031
7	Classroom environment supports grammar teaching	210	4.971	1.811
8	Institution’s assessment steers my focus on grammar	210	5.048	1.832
9	Institution demands to focus more on grammar	210	5.457	1.477
10	Emphasis on writing leads to focus more on grammar	210	5.505	1.370
11	Students demand grammar teaching traditionally	210	5.514	1.412

Table 9:

Gap in beliefs and practices.

Rank	Items	n	M	SD
1	Busy routine hinders me from making changes to grammar lessons	210	3.981	1.892
2	Gap between my grammar teaching beliefs and classroom practices	210	4.486	1.902
3	Institutional demands shape my grammar teaching more than personal beliefs	210	4.619	1.939
4	Gap in beliefs and practices	210	4.997	1.163
5	Contextual factors influence my grammar assessment	210	5.352	1.677
6	Enough time and freedom can change my grammar teaching ways	210	5.467	1.602
7	I support grammar teaching through communicative activities	210	6.076	1.171

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Received: 2023-11-22

Accepted: 2024-08-12

Published Online: 2024-10-14

Published in Print: 2024-10-28

Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices

Abstract

Appendix A: Questionnaire on English language teachers’ cognition and grammar pedagogy

Appendix B: Descriptive statistics of contextual factors, content and materials, and gap in beliefs and practices

References

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