The presentation-practice-production (PPP) pattern situated itself as a traditional pattern that affected grammar teaching over the history of ELT. This paper investigates the efficiency of integrating various patterns of activity sequencing in grammar teaching in promoting the grammatical accuracy at the written sentence level among 34 third year EFL students at the English Language and Literature Department at Mohamed Lamine Dabaghine Sétif 2 University, Algeria. The one-group pretest posttest design was followed to investigate the role of integrating the PPP, the focus on form, and the Engage-Study-Activate patterns in promoting grammatical accuracy level in terms of recognition, recall, and composition using a designed grammar test. The scores of the students were analyzed quantitatively to determine how the integration of patterns influenced their performance on the tests. Significant differences were found in the scores of the subjects on the grammar test at the end of the pre-experiment. The obtained results revealed a growth in the grammatical accuracy level of the subjects per test section and through the entire test at the end of the pre-experiment. These results confirm the efficiency of integrating various patterns of activity sequencing in grammar teaching in promoting grammatical accuracy at written sentence level. It is recommended that the integration of patterns of activity sequencing as used in this study, and other patterns in the literature should be integrated in order to further examine the effective role of integration.
This paper investigates the perceptions of EFL teachers towards vocabulary teaching in the EFL classroom. The participants in this study are three oral expression teachers and 32 teachers at the English Language and Literature Department at Mohamed Lamine Dabaghine University, Sétif 2-Algeria. The research follows a quantitative and a qualitative design that uses a questionnaire and an observation respectively to answer its questions. The questionnaire collected the perceptions of the participants about their vocabulary teaching method. The observation phase was conducted to compare the responses of the observed participants with their actual classroom teaching methods. Analysis of the questionnaire data revealed that the teacher participants have a low perception of vocabulary teaching methods.Moreover, analysis of the obtained results from the observation revealed low vocabulary methods teaching perceptions and lack of awareness among the teachers in terms of vocabulary teaching methods use.
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