Transforming Foreign Language Grammar Classes through Teacher Training: An Experience from Nepal

Abstract

reflection of the teacher training output in the real classroom situation. English teachers commonly blame on theunfavourable environment as the main obstacle to the successful classroom application of their knowledge and skillsneeded for teaching English as a foreign language (EFL) gained from professional development programmes. Thepre-training observations of a secondary level EFL teacher's four classes made the basis of a case study for thisresearch. Stemming from the case study, three techniques were used as a process of action research: i) theneed-based refresher training (along with other participants) as an intervention ii) the post-training class observations(in a demonstration class), and iii) informal post-class talks. Thus, this study was an attempt to examine throughaction research germinating from a case study, whether (and to what degree), the output of the Teachers' ProfessionalDevelopment refresher training (TPD refresher) would be transferred to the actual classroom situation. Thepre-training and post-training observations were compared and contrasted to reach the conclusion. The resultssuggest that the output would be reflected to a large degree in the classroom provided that the training is need-based.Thus, it was concluded that if (foreign) (Note 1) language teachers are properly equipped with professionalknowledge and skills through need-based training, (foreign) language classes are very likely to be transformed asdesired.

“Who Bothers!” A Common Ailment in Higher Education ELT Classrooms in Nepal

“…As Poudel (2018) finds, most English teachers in Nepal see 'the environment' as an obstacle to effective ELT; so does F1 in the present study in some way, too. However, if the English language faculties in the higher education sector in Nepal wish, they can make their classroom presentations much better.…”

Using Eclectic Approach Based on Flipped Learning for Developing EFL Grammar and Writing Performance of Freshmen Students at The Faculty of Education

“…Mart (2013) and Cabrera, et.al (2018) indicate that grammar consists of a set of rules that has a significant role in language acquisition .It helps learners combine and organize words to construct sentences and express their thoughts clearly. Poudel (2018) clarifies that grammar is the structure or system of language that occupies an important position as a component in the syllabus of a language. Since grammar constitutes the system or structure of language, teaching grammar means teaching the system of the given language and learning ( knowing the system).…”