Effect of explicit instruction on the grammar acquisition of pre-service English teachers

Abstract

Due to the accuracy-based central examinations and multiple-choice tests employed in Turkey, student teachers are seen to lack abilities to make interpretations and apply their grammatical knowledge in different contexts. Thus, this study aims to find out the effect of explicit instruction on the grammar acquisition of 1st year student teachers via Contextual Grammar Course in an ELT Department at a state university in Turkey. This is a quantitative study where midterm and final grammar scores of 101 student teachers were compared. The students were exposed to a different source for learning contextual grammar, made presentations, completed 395 online activities and their coursebook exercises were checked by the instructor every week. The study took place in the fall term of 2017-2018 academic year for 14 weeks. The results revealed that explicit instruction contributed to the grammatical consciousness of the student teachers and in general their final scores increased compared to their midterm scores. The parts taken from student papers where students completed passages with gaps by choosing among the alternatives or without alternatives and paraphrased the sentences with the given words shed light upon the participants’ weakest areas. In light of the findings it can be said that student teachers in ELT departments in Turkish context could benefit from a contextual course with various activities and tasks to enlarge their applied grammatical competencies.