Studies have proven that teaching grammar plays a significant role in teaching of English language. However, there is a need for teachers to know what to focus in teaching grammar because of its complexity in most international examinations. Therefore, the present study aimed at knowing the different focuses in teaching grammar in some of the known international examinations like IELTS, TOEFL, OET, and PTE. The researchers employed a systematic literature review where studies on this area were appraised guided by inclusion-exclusion criteria, and it was found out that there were four (4) primary areas that teachers need to ponder in teaching grammar - syntactic grammar, parts of speech, word choice, and dialect variation. Moreover, it was suggested that teachers need to revisit the practices and approaches they employed in the teaching-learning process of English in general and review all existing English criteria and tools that quantify their content knowledge.
Glocalization is a trend that requires individuals to be literate in their native languages and a target language. The use of a foreign language or a non-native language leads to language anxiety. This review paper aims to look into the commonalities and the gaps in the read studies. The researcher found that language anxiety happens in foreign language learning and teaching and at the macro-level of learning. With this, the studies used scales to measure the levels of anxiety of the respondents; they also aimed to study the precedents and effects of language anxiety and the coping strategies of learners and teachers to lessen language anxiety. Finally, gaps in the studies include a need for a language teaching anxiety focusing on macro skills of the teachers; mixed-method studies are rare for qualitative methods and a need to employ effective strategies to cope with language anxieties.
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