VIETNAM NATIONAL UNIVERSITY, HANOI UIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES TRỊNH THANH HUYỀN A SURVEY ON STUDENTS’ ATTITUDES TO DEDUCTIVE AND INDUCTIVE APPROACHES TO TEACHING ENGLISH GRAMMAR FOR GRADE 11 AT BAC KAN GIFTED HIGH SCHOOL Nghiên cứu điều tra thái độ học sinh phương pháp diễn dịch quy nạp giảng dạy ngữ pháp tiếng Anh lớp 11 trường trung học phổ thông chuyên Bắc Kạn M.A MINOR PROGRAMME THESIS Major: English Teaching Methodology Code: 60140111 HANOI - 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES TRỊNH THANH HUYỀN A SURVEY ON STUDENTS’ ATTITUDES TO DEDUCTIVE AND INDUCTIVE APPROACHES TO TEACHING ENGLISH GRAMMAR FOR GRADE 11 AT BAC KAN GIFTED HIGH SCHOOL Nghiên cứu điều tra thái độ học sinh phương pháp diễn dịch quy nạp giảng dạy ngữ pháp tiếng Anh lớp 11 trường trung học phổ thông chuyên Bắc Kạn M.A MINOR PROGRAMME THESIS Major: English Teaching Methodology Code: 60140111 Supervisor: Dr Đỗ Tuấn Minh HANOI - 2016 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled A SURVEY ON STUDENTS’ ATTITUDES TO DEDUCTIVE AND INDUCTIVE APPROACHES TO TEACHING ENGLISH GRAMMAR FOR GRADE 11 AT BAC KAN GIFTED HIGH SCHOOL submitted in partial fulfillment of the requirements for the degree of Master in English Language Teaching Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2016 Trinh Thanh Huyen Approved by SUPERVISOR (Signature and full name) Date: i ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people I would like to take this opportunity to thank them all most sincerely First and foremost, I would like to express my sincere gratitude to Dr Do Tuan Minh, my supervisor, who has patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher A special word of thanks goes to teachers and students in class 11A at Bac Kan Gifted High School and many others, without whose support and encouragement it would never have been possible for me to have this thesis accomplished Last but not least, I am greatly indebted to my family and friends for the sacrifice they have devoted to the fulfillment of this academic work Their love will always be my sunshine in my road to success ii ABSTRACT The present survey study seeks to investigate students’ attitudes to English grammar teaching approaches Specifically, it has explored the attitudes towards deductive and inductive approaches to English grammar teaching held by thirty eleven – form students in English – specialized class coded as A at Bac Kan Gifted High School The instruments for data collection to serve the aim of the research are survey questionnaire, semi – structured interview and classroom observation After a careful long time of collecting and analyzing valuable data, it is revealed in the study that students showed favorable attitudes to inductive approach rather than deductive approach The reasons for their favor were uncovered that the rule – driven path or the deductive approach is monotonous, uninteresting and demotivating for them, while the inductive path is considered more helpful as it makes students become more active rather than passive as recipient only When they were asked to show their opinions on the most appropriate way of teaching to enhance students’ grammar learning quality, they preferred their teacher to appropriately combine both approaches for the sake of effective grammar teaching and learning The researcher has offered some pedagogical suggestions emerged from the research findings to the context under investigation with the hope to bring about some changes and progresses in English grammar teaching for the sake of effective grammar learning on the part of students iii LIST OF ABBREVIATIONS EFL English as a Foreign Language e.g for example etc and so on i.e that is I1 Interview I2 Interview I3 Interview S1 Student S2 Student S3 Student 11A Eleven – form English – specialized class iv LIST OF TABLES AND FIGURES Table Questionnaire Structure and Question Purposes Table Semi – structured Interview Structure and Question Purposes Figure Current Grammar Teaching Aids Figure Importance of Grammar Figure Importance of Attitude in Grammar Study Figure Attitudes to Deductive Approach Figure Antonyms and Synonyms Teaching Figure Attitudes to Inductive Approach Figure The Simple Present Tense Teaching Figure Comparative Adjectives Teaching Figure Attitudes to the Combination of both Approaches v TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES AND FIGURES v TABLE OF CONTENTS vi PART A: INTRODUCTION I Rationale for the Research II Aim and Objectives of the Research III Research Questions IV Scope of the Research V Methods of the Study VI Significance of the Research VII Structural Organization of the Thesis PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Overview of English Grammar 1.1.1 The Concept of Grammar 1.1.2 The Role of Grammar in Teaching English as a Foreign Language 1.2 Approaches to Grammar Instruction 1.2.1 Experiential Teaching Approach 1.2.2 Analytic Teaching Approach 10 1.2.3 Implicit and Explicit Approach 11 1.2.4 Intralingual and Crosslingual Dimension 13 1.2.5 Deductive and Inductive Approach 14 vi 1.3 Advantages and Disadvantages of Inductive and Deductive Approaches to English Grammar Teaching 15 1.3.1 Advantages and Disadvantages of Inductive Approach 16 1.3.2 Advantages and Disadvantages of Deductive Approach 16 1.4 Students’ Attitudes towards English Grammar Instruction 17 1.4.1 Defining Students’ Attitudes 17 1.4.2 Components of Attitude 19 1.4.3 Some Studies on Students’ Attitudes to Grammar Instruction 20 1.5 Summary 21 CHAPTER II: METHODOLOGY 22 2.1 Restatement of Research Questions 22 2.2 Research Setting 22 2.3 Participants 23 2.4 The Appropriateness of the Research Approach 23 2.5 Research Instruments 25 2.5.1 Survey questionnaire 25 2.5.2 Semi – structured interview 27 2.5.3 Observation 28 2.6 Data Collection Procedure 29 2.7 Methods of Data Analysis 31 2.8 Summary 33 CHAPTER III: FINDINGS AND DISCUSSION 34 3.1 Findings 34 3.1.1 Quantitative Data Findings 34 3.1.1.1 Overview of the Current Grammar Teaching Aids at Bac Kan Gifted High School 34 3.1.1.2 Attitudes to Grammar Teaching Approaches 35 3.1.1.2.1 Importance of Grammar 35 3.1.1.2.2 Importance of Attitude in Grammar Study 36 vii 3.1.1.2.3 Attitudes to Deductive Approach 37 3.1.1.2.4 Attitudes to Inductive Approach 38 3.1.1.2.5 Attitudes to the Combination of both Inductive and Deductive Approaches 40 3.1.2 Qualitative Data Findings 41 3.1.2.1 Attitudes to Deductive Approach 41 3.1.2.2 Attitudes to Inductive Approach 42 3.1.2.3 Attitudes to the Combination of both Inductive and Deductive Approaches 43 3.2 Discussion of the Findings 44 PART C: CONCLUSION 46 I Summary of Key Findings 46 II Pedagogical Implications 46 III Limitations of the Study 47 IV Suggestions for Further Studies 47 REFERENCES 48 APPENDIX A I APPENDIX B VII viii themselves Another students consider the rule – discovery path challenging in case of difficult grammar knowledge appears; however, they still see it interesting because of its self – discovery of rules Concerning the most appropriate method for the chosen participants, the finding found that the combination of both approaches will be the ideal choice as almost all students (22 out of 30) wish their teachers to apply both approaches in appropriate periods because some grammar points are difficult to be taught in only one approach but in two approaches Such finding is in accord with the argument proposed by Haight, Heron, and Cole (2007), i.e “Some agreement exists that the most effective grammar teaching includes some deductive and inductive characteristics.” 45 PART C: CONCLUSION This part is designed to summarize the key findings in relation to the research questions of the present study In addition, the researcher acknowledge the limitations of the study as well as give some pedagogical implications and suggestions for further related studies I Summary of Key Findings The study is aimed to find out the students’ attitudes towards inductive and deductive grammar teaching approaches Below is a summary of the major findings with reference to the research questions Regarding attitudes to inductive grammar teaching approach, the data collected from the questionnaire and interview reveal students’ positive attitudes to such approach There are three main reasons for such preference First, such path is interesting for the chosen pupils because of its typical features Second, the rule – discovery approach guarantees a long remembering of rules on the part of students Third, it makes students become more active rather than passive as recipient only Thus, those surveyed students strongly approve of the inductive method in the teaching of grammar With regard to deductive teaching, the students show unfavorable attitudes Specifically, the matter related to the understanding and long remembering of the grammar rules is the burning concern of the students for they not have any chance to think and work out the rules Another viewpoint is that the rule – driven path is rather monotonous for students They frankly express that such way is uninteresting and demotivating Concerning the most appropriate way to enhance those students’ grammar learning quality, almost all of them advocate the idea that teachers should properly combine both approaches for the sake of effective grammar teaching and learning II Pedagogical Implications 46 From the key findings found in the present study, the researcher arrives at the following implications It is essential to provide students with various kinds of supporting activities or visual aids to elicit them in the rule – discovery path Teachers should understand their pupils’ needs and wishes to satisfy them in the learning process The reduction of deductive teaching frequency should be realized as many of those participants not possess positive attitudes to that way They just feel uninterested and demotivated resulted from monotonous lessons Since deductive path does not receive favorable attitudes, it should not be applied alone The better way is that teachers combine both inductive and deductive teaching in their grammar lesson plans because some grammar points are difficult to be taught in only one approach but in two approaches III Limitations of the Study The study used observations and interviews as well as questionnaires as sources of data collection This raises the question of validity or researcher biases Despite these limitations, the study provides some useful information about students’ attitudes to inductive and deductive reasoning in grammar teaching Other teachers might use the findings of this study as a reference if they would like to decide which approach should be used in English – specialized context They can learn not only the merits but also the limitations of this study before deciding to choose the most appropriate grammar teaching approach IV Suggestions for Further Studies Other interested researchers may use other methods of study, especially longitudinal studies to measure the impact of attitudes on achievement Before the study is started, it is critical that teachers make sure their students have been well trained in this technique Another idea is that researchers may investigate both teachers’ and students’ attitudes and the mismatch between them 47 REFERENCES Adler, Patricia A & Adler, Peter (1994) Observation techniques In Norman K Denzin & Yvonna S Lincoln (Eds.), Handbook of qualitative research (pp.377-392) Thousand Oaks, CA: Sage Andrews, K L Z (2007) The effects of implicit and explicit instruction on simple and complex grammatical structures for adult English language learners (Doctoral dissertation, Alliant International University, Graduate School of Education, San Diego) Al-Kalbani, Nora Rashed (2004) Omani English Teachers' and Students' Perceptions of the Role of Grammar Instruction in EFL Teaching and Learning Unpublished Thesis Sultan Qaboos University Azar, B (2007) Grammar-based teaching: A practitioner’s perspective Tesl-ej, 11(2), 1-12 Bade, M (2008) Grammar and Good Language Learners In Griffiths, C (ed.) Lessons from Good Language Learners Cambridge: Cambridge University Press Batstone, R (1994) Grammar Oxford: Oxford University Press Borg, S (2001) Self- perception and practice in teaching grammar ELT Journal, 55, 21-29.Retrieved from https://jyx.jyu.fi/dspace/bitstream/handle/123456789/40832/URN:NBN:fi:jy u-201301291135.pdf?sequence=1 Brown, H.D (2007) Principles of language learning and teaching Pearson: Longman Brown H Douglas (2001) Teaching by Principles: An Interactive Approach To language Pedagogy San Francisco Public University 48 10 Carter, R., Hughes, R., & McCarthy, M (2000) Exploring grammar in context Cambridge: Cambridge University Press 11 Duso, E.M (2007) Dalla teoria alla pratica: la grammatica nella classe di italiano L2 Roma: Aracne editrice 12 Ellis, R (1997) SLA Research and Language Teaching Cambridge: Cambridge University Press 13 Eveyik Evrim (1999) Development of an Attitude Scale to Investigate Turkish EFL Teachers’ Attitudes (Boğaziçi Üniversitesi Sosyal Bilimler Enstitüsü BasılmamışYüksek Lisans Tezi) İstanbul 14 Fox, D (1995) From English major to English teacher: Two case studies English Journal, 84, 17-25 15 Gardner, R C (1985) Social Psychology and Second Language Learning The Role of Attitudes and Motivation London: Edward Arnold 16 Giunchi, P (1990) Grammatica esplicita e grammatica implicita In Giunchi, P (ed.), Grammatica esplicita e grammatica implicita Bologna: Zanichelli 17 Hammerly, H (1975) The Deduction/Induction Controversy Modern Language Journal 59 (1) (pp.15-18) 18 Haight, C., Herron, C., & Cole, S (2007) The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary language college classroom Foreign Language Annals, 40, 288309 19 Hulstijn, J H (2005) Theoretical and empirical issues in the study of implicit and explicit second language learning: introduction Studies in Second Language Acquisition (special issues) 27: 129-140 49 20 Krashen, S (1982) Principles and Practice in Second Language Acquisition Oxford: Pergamon Press 21 Larsen-Freeman, Diane (1979) Issues in the teaching of grammar In: CelceMurcia, Marianne Teaching English as a Second or Foreign Language Boston: Heinle and Heinle 22 Purpura, J.E (2004) Assessing grammar Cambridge: Cambridge University Press 23 Rivers, W.M (1968) Teaching Foreign-Language Skills Chicago: The University of Chicago Press 24 Samuel, K (1829) English Grammar in Familiar Lectures Retrieved from http://www.gutenberg.org/files/14070/14070-h/14070-h.htm 25 Scheffler, P and Cinciata, M (2011) Explicit grammar rules and L2 acquisition ELT Journal, 65(1), 13-23 26 Schmidt, R W (1990) The Role of Consciousness in Second Language Learning Applied linguistics, 11(2), 129-158 27 Schmidt, R (1994) Deconstructing consciousness in search of useful definitions for applied linguistics Consciousness in second language learning,11, 237-326 28 Sharwood Smith, M (1991) Speaking to many minds: On the relevance of different types of language information for the L2 learner Second Language Research, 7, 118-132 29 Stern, H H (1990) Analysis and experience as variables in second language pedagogy in Harley, Allen, Cummins, and Swain 1990 30 Stern, H H (1992) Issues and Options in English Language Teaching Oxford: Oxford University Press 50 31 Takahashi, M (2005) Instruction in EFL classes in Japan dissertation) The Department of English (Doctoral Linguistics of Kobe Shoin Graduate School of Letters 32 Terrell, T D (1991) The role of grammar instruction in a communicative approach The Modern Language Journal, 75(1), 52-63 33 Thornbury, S (1999) How to Teach Grammar Harlow: Pearson 34 Triandis, H C (1971) Attitudes and attitude change New York: Wiley 35 Ur P (1988) Grammar practice activities: A practical guide for teachers Cambridge: Cambridge University Press 36 Wang, P (1999) English Grammar Instruction in Taiwan: Student and teacher attitudes Unpublished thesis (UMI 9960674) 37 Wenden, A (1991) Learner strategies for learner autonomy New York, NY: Prentice Hall 38 Woolfe, R (1992) Experiential learning in workshops In Hobbs, T (ed.) 1992 Experiential training: practical guidelines London: Tavistock/ Roudledge, 1-13 51 APPENDIX A STUDENTS SURVEY QUESTIONNAIRE (With reference to 2.5.1) I am a graduate student at Faculty of Post – Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi I am doing a research about students’ attitudes towards English grammar teaching Specifically, the research topic is: “A survey on students’ attitudes to deductive and inductive approaches to English grammar teaching in class 11A at Bac Kan Gifted High School” This questionnaire is conducted to collect value data for the present research, also the thesis Therefore, your participation in completing the questionnaire is highly appreciated and I will be extremely grateful if you help me answer this prepared questionnaire It is guaranteed that your personal information and answers will be kept confidential and used in this thesis only Thank you very much! ============================== Student’s name: Class: How important you think grammar is in learning English? Circle the number corresponding to the level you choose Not important Normal Important Very mportant ==========================================================> How often does your teacher apply the following supporting activities or visual aids in teaching grammar? You can add your own ideas Tick √ in the frequency you choose I Numbers Frequency Seldom Sometimes Usually Always Asking questions Using Pictures Group work/ pair work Mini games Using real objects Others: (please specify here) ……………… ……………… ……………… In your opinion, which is a major factor that can influence your study of English grammar? Choose ONE option you think is the major affecting factor OR add your own ideas to option D A Motivation B Attitude C Teachers’ methods of teaching D Other ideas: …………………………………… II How important is your attitude in enhancing your English grammar level? Circle the number corresponding to the level you choose Not important Normal Important Very important ==========================================================> How you feel about the following way of teaching grammar: grammar rules are presented explicitly, then many exercises are assigned for students to understand and remember the rules? You can choose MORE THAN ONE option You can add your own ideas to option E A I feel that way is not interesting and I often find it hard to remember the rules even if I many grammar exercises B It is very monotonous to me and I feel sleepy if my teacher teaches me that way C I think the teacher should apply more other activities to motivate students in digesting the rules D That way helps me a lot because I’m quite passive I prefer my teacher to present the rules first, and then she gives us exercises to practice the rules E Other ideas: …………………………………… What you think if your teacher teaches you grammar by guiding you to work out the grammar rules without straightforwardly presenting the rules for you? You can choose MORE THAN ONE option You can add your own ideas to option E A I think that way helps us be more active rather than passive as recipient only B It is challenging but interesting to work out the grammar rules by myself C I can deeply understand and remember the grammar rules for long time when I am encouraged to find out the rules III D I think that way can cost us much time to discover the rules and it is more suitable for good – at – English students E Other ideas: …………………………………… You are learning the rules of “the simple present tense”, which of the following ways of teaching that can help you learn better? Choose ONE option you prefer most A Teacher tells a story which contains many present tense verbs Then, teacher elicits students to work out the rules from the story B Students not have to discover the rules because teacher presents the present tense rules right away C Teacher gives some sentences containing present tense verbs She asks questions to guide students to discover the rules After students understand the rules, teacher presents fully the simple present tense rules again Then, students are let playing games to practice the rules D Having presented the simple present tense rules, teacher lets students play games to practice the learned rules Imagine that you are learning “comparative adjectives”, which of the following ways of teaching you prefer your teacher doing? Choose ONE option you prefer most A Teacher gives some sample sentences containing comparative adjectives Then, she prompts students by asking several questions in order for them to discover and understand the rules from the examples Exercises are then given for students to practice the rules B Teacher presents the comparative adjectives rules straightforwardly Then, she gives some examples applying the rules After that, she assigns many exercises for students to practice the rules IV C Teacher does not present the comparative adjectives rules straightforwardly She first asks students to compare students in the class about their height, weight, appearance, etc in Vietnamese Then, she write down sentences making by her students in English Then, she guides the students to work out the rules Exercises are then given for students to practice the rules D Teacher gives some sample sentences containing comparative adjectives Then, she prompts students by asking several questions in order for them to discover and understand the rules from the examples After that, teacher presents the rules explicitly for students to better the understanding of comparative adjectives rules Then, many exercises are delivered for students to practice the learned rules Your teacher is going to teach you about antonyms and synonyms The lesson begins with a presentation of the concept to be taught directly Then, examples are given for clarification Various kinds of tasks are assigned for students to practice In your opinion, what are the advantages of the aforementioned teaching method ? You can choose MORE THAN ONE option You can add your own ideas to option D A It is time – saving because teacher straightforwardly teaches antonyms and synonyms, and students not have to work out the rules themselves B Antonyms and synonyms can be more easily and clearly explained that way C Direct examples and practices are immediately given D Other ideas: …………………………………… 10 For the utmost of your success in digesting grammar, which approach you think your teacher should apply to enhance your grammar learning quality and to motivate you in learning grammar? A Inductive approach which requires teacher to guide students to find out the grammar rules V B Deductive approach which requires teacher to teach the grammar rules directly, and students are free from working out the rules C Teacher should apply both of them in appropriate periods because some grammar points are difficult to be taught only in one approach but in two approaches VI APPENDIX B STUDENTS INTERVIEWS GUIDELINES (With reference to 2.5.2) How important you think grammar is in learning English? Why you think that? Do you think your attitude can influence your study of grammar? How important is your attitude in enhancing your grammar level? In learning English in general and learning grammar in particular, how can your attitude affect your study achievement? How can you describe the present way your teacher teaches you grammar at the school? Is that way interesting for you? Does it motivate you to learn more? Please tell me your attitudes to it What you think about the following way of teaching grammar: grammar rules are presented directly, so students not have to discover the rules; then, many exercises are assigned for students to understand and remember the rules? Imagine that you are learning “the present continuous tense” Your teacher begins with some sentences containing present continuous tense verbs Then, she asks some guiding questions to elicit you to work out the rules You have to find out the rules by yourself After you have understood the rules, your teacher fully presents the present continuous tense rules again Then, you are let playing games to practice the rules My question is, what are your opinions on that way of teaching? Do you prefer your teacher to present directly the grammar rules or you want to be encouraged to work out the rules? Can you explain your ideas? If you are to learn “Gerund and To – infinitive”, please tell me the ways you want your teacher to teach you about it? Why? VII How you understand the two approaches to English grammar teaching: inductive and deductive approach? 10 In order to enhance your grammar level, which approach of grammar teaching you prefer? 11 What you think if your teacher combine both approaches in appropriate times for the sake of effective grammar teaching and learning? VIII [...]... deductive and inductive approaches to 2 English grammar teaching by their teachers, and to point out a more appropriate path in order to enhance English grammar learning quality in this context II Aim and Tasks of the Research The overall aim of the study is to shed light on the attitudes to deductive and inductive approaches to English grammar teaching held by students in class 1 1A at Bac Kan Gifted High School. .. research conducted to discover the issue in Bac Kan province Because of the aforementioned reasons, the researcher has decided to conduct a research titled A survey on students’ attitudes to deductive and inductive approaches to teaching English grammar for grade 11 at Bac Kan Gifted High School This research will make contributions to develop a sharp understanding of students’ attitudes to deductive. .. their attitudes towards deductive and inductive approaches to English grammar teaching, affecting factors on such attitudes and their expectations during grammar lessons Second, class observation is implemented to study teacher’s teaching approaches and students’ performance in grammar lessons After that, personal interviews with three students are conducted in order to: + Survey their perception on the... are: 1 What are the attitudes of the students in class 1 1A at Bac Kan Gifted High School to deductive and inductive approaches to English grammar teaching? 2 Which approach suits students in class 1 1A at Bac Kan Gifted High School most and enhances their English grammar learning quality? 2.2 Research Setting Generally, the setting of the research is at Bac Kan Gifted High School which is situated in the... the magnitude of grammar in learning English + Study their attitudes towards inductive and deductive approaches to grammar teaching + Find out the most appropriate way of teaching grammar for students to enhance their learning outcomes Then, the data are collected, sorted and analyzed qualitatively and quantitatively to obtain realistic results 4 To end with, pedagogical implications for enhancing students’. .. the teacher 3 To uncover students’ views about affecting factors to grammar learning 4 To reveal students’ judgment on the role of attitude in grammar learning 5 To find out students’ attitudes to deductive grammar teaching approach 6 To explore students’ attitudes towards inductive grammar teaching approach 7, 8 To shed light on students’ preference on inductive or deductive grammar teaching approach... communication may allow learners to communicate According to Giunchi (1990), the important aim of grammar is to enrich learners’ ability to use the foreign language In this view, we can understand that grammar should be closely related with context Only when grammar is learned in accordance with context can language learners thoroughly understand and master that language Therefore, grammar is seen as a tool... behaviors characterizing the members of the target language community 1.4.3 Some Studies on Students’ Attitudes to Grammar Instruction Several studies have been conducted on inductive and deductive grammar teaching approaches, and teachers’ and students’ attitudes to such grammar instruction Given the purpose of the present study, which concerns students’ attitudes to inductive and deductive grammar teaching. .. essential in the process of language acquisition and that grammar teaching should be paid much attention to in that process to acquire a foreign language as it helps to analyze metalinguistic knowledge From a practitioner’s perspective, Azar (2007) points out the relationship between linguistic competence and linguistic performance That is to say, grammar teaching helps learners understand language patterns... researcher affirms that grammar ought to be put in the foreground in foreign language teaching as well as English language teaching Put another way, grammar teaching is essential in the language learning process as grammatical competence is one of communicative competence 1.2 Approaches to Grammar Instruction 1.2.1 Experiential Teaching Approach In essence, experiential teaching approach focuses on meaning