It is believed that some stimulating and innovative teaching methods can evoke students’ interest in using and practising English grammar in authentic situations in which second language learners can choose to apply the appropriate language items for the real communicative purposes. Some of these teaching methods include the employment of authentic and personalised materials, the integration of language games and songs. However, English teachers in Hong Kong still normally cling on to their personal perception, teaching experience and belief to formulate an instructional plan. This study investigates teachers’ perspective on the employment of these pedagogical strategies in primary classrooms in Hong Kong. It throws light on two questions (1) “How do primary teachers perceive the adoption of different pedagogical strategies such as using authentic and personalised materials, language games and songs to teach English grammar in their lessons?” and (2) “What factors impact teachers’ decision on adopting particular strategies?”. The present work is a qualitative study that employed semi-structured interviews to collect data from seven primary English teachers. The study found that teachers possess a set of complex feelings and opinions about applying these teaching methods. The attitude towards the adoption of the four pedagogical strategies is positive although they are facing certain constraints. It is believed that the investigation into in-service teachers’ personal implicit pedagogical systems can contribute to a holistic understanding of grammar instruction in real primary classrooms in Hong Kong.
|Bachelor of Education (Honours)
|Published - 2015
- Honours Project (HP)
- Bachelor of Education (Honours) (English Language) (Four-year Full-time)
- Programme code: A4B036
- Course code: EPA4900