การสอนภาษาอังกฤษ

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Browsing การสอนภาษาอังกฤษ by browse.metadata.researchtheme2 "ไวยากรณ์ (Grammar)"

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    The Development of English Grammar for Teachers Coursebook
    Iamsirirak, Ekamorn (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2022)
    Coursebooks exist all over in the world of education. They are generally used as one of the major course materials. To write a coursebook for a particular course is challenging. This study was purposively conducted to develop an English grammar coursebook for teachers to meet the needs of teacher students in English education programs. The study was based on research and development (R&D) with three phases conducted through mix-methods research. In Phase 1, 60 experienced teachers and 226 current teacher students responded to questionnaires that were used to investigate the needs for English grammar topics. 16 grammar topics that were important to Thai teacher students of English were discovered. In Phase 2, 31 participants volunteered themselves in a 16-week data collection process. The coursebook was finally developed and composed of 14 chapters including grammar content knowledge, and a variety of exercises including preferable book layouts evaluated by teacher students’ needs. In the final phase, Phase 3, three experts contributed by offering their suggestions and recommendations when editing the complete version of the coursebook. The study also found that the coursebook could facilitate learners of all proficiency levels: beginner, intermediate, and advanced, helping them improve their grammar proficiency by a step higher. Ultimately, the study helped illustrate some alternative ways for teachers, lecturers, and authors to compose a coursebook by using a research-based coursebook development process.
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    The Roles of Grammar in English Language Teaching: Local Viewpoints
    Saengboon, Saksit; Panyaatisin, Kosin; Toomaneejinda, Anuchit (Research Department, Chulalongkorn University Language Institute, 2022)
    The roles of grammar in the teaching of English as a foreign language (EFL) have long been discussed. This study explored viewpoints of five categories of local stakeholders regarding the roles of grammar in the Thai EFL context. Questionnaires were administered to two groups of Thai university students, and focus-group and semi-structured interviews were conducted with three other groups of both English lecturers and students, all of whom were in the academic context. This five-pronged method of data collection was intended to triangulate data sources. The study found that, contrary to popular belief, the majority of the participants agreed that grammar played a key role in the Thai EFL setting, especially the academic context. Most of the participants held positive views toward grammar instruction. Once grammar was taught with clear objectives, namely to take the TOEFL test or to understand academic English reading, the participants found it useful. However, caution must be made in discussing the concept of grammar. On the one hand, grammar is often misconstrued as a hindrance to communication effectiveness; on the other hand, contextualized grammar with clear instructional objectives plays a pivotal role in developing English proficiency.