Posted: January 30th, 2022

Difficulties in Learning English Grammar

Worldwide Journal of Instruction e-ISSN: 1308-1470 ? www. e-iji. web July 2011 ? Vol. 4, No. 2 p-ISSN: 1694-609X DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR IN AN EFL CONTEXT1 Abdu Mohammed Al-Mekhlafi PhD. , College of Coaching, Sultan Qaboos Faculty, Oman [email protected] com Ramani Perur Nagaratnam PhD. , Ministry of Manpower, Oman The perform of grammar instruction in an ESL/EFL context has been for a few years a big topic for school children and lecturers alike.
Researchers have debated whether or not or not grammar must be taught inside the classroom and faculty college students, for his or her half, have usually appeared upon grammar instruction as a wanted evil at best, and an avoidable burden at worst. The paper research a study undertaken to analysis the difficulties lecturers face in educating grammar to EFL faculty college students along with these confronted by faculty college students in learning it, inside the lecturers’ notion.
The study aimed to look out out whether or not or not there are important variations in lecturers’ perceptions of difficulties in relation to their gender, qualification, educating experience, and the extent they practice in school, thus providing insights into their very personal and their faculty college students’ difficulties. Suggest scores and t-test had been used to interpret the data. The precept findings are reported with implications. Key Phrases: English language educating, instruction, EFL grammar instruction, educating, difficulties in grammar instruction

INTRODUCTION The English teacher is usually portrayed as an “unattractive grammar monger whose solely pleasure in life is to degree out the faults of others” (Baron, 1982, p. 226). For most likely essentially the most half, all through the classroom, any level out of grammar causes the student moments of discomfort and usually even terror. Many lecturers have tried to make grammar educating a non-threatening, imaginative and useful train all through the English curriculum. A summary of this paper was provided on the 54th World Assembly of the Worldwide Council on Coaching for Instructing (ICET) on ‘Sustaining Strategic Agility: Managing change and assuring prime quality in education for educating’, 14-17 December 2009, Muscat, Oman. 70 Difficulties in Instructing and Learning Grammar… Earlier analysis on faculty college students’ and lecturers’ attitudes and perceptions of grammar instruction inside the context of language educating and learning counsel a disparity between faculty college students and lecturers.
Whereas faculty college students favour formal and specific grammar instruction and error correction, lecturers favour communicative actions with a lot much less conscious think about grammar (e. g. , Brindley 1984; Kumaravadivelu 1991; Leki 1995; Schultz 1996, 2001; Spratt 1999). Rationale for the present study The foregoing analysis of literature reveals that practising lecturers are confronted with quite a lot of selections for grammar instruction of their college rooms. There are, nonetheless, many types of difficulties confronted by faculty college students and lecturers with regard to grammar instruction in an ESL/EFL context.
Determining such difficulties and being consciously aware of them would help lecturers uncover strategies of overcoming them and provide environment friendly grammar instruction. There has, nonetheless, been little investigation of the difficulties confronted by EFL lecturers and Aran learners inside the Gulf space with regard to grammar instruction. The teachers make use of theoretically helpful methods with out basically taking into account their very personal and their learners’ potential difficulties.
They won’t pay attention to difficulties which are extreme and may thus hinder faculty college students’ learning of English grammar, and do not choose the technique of instruction that may pose fewer difficulties and points to their learners. It is on this context that the present study was undertaken to grab helpful insights into how EFL faculty lecturers in Oman perceive faculty college students’ along with their very personal difficulties with grammar instruction. The study reported proper right here targets to cope with this need by presenting the difficulties of a cross a part of faculty EFL lecturers in Oman along with their perceptions of their faculty college students’ difficulties on this regard.
It moreover targets in order so as to add to the data base on this area. REVIEW OF LITERATURE Attitudes in course of grammar instruction In educating grammar, three areas should be considered: grammar as pointers, grammar as form, and grammar as helpful useful resource. For lots of L2 learners, learning grammar normally means learning the ideas of grammar and having an psychological data of grammar. Lecturers normally contemplate that it’s going to current the generative basis on which learners can assemble their data and might have the power to make use of the language lastly. For them, prescribed pointers give a type of security.
Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 71 A higher technique is perhaps to see grammar as one amongst many sources that now now we have in language which helps us to talk. We should always at all times see how grammar pertains to what we want to say or write, and the best way we anticipate others to interpret what our language use and its focus. Consistent with Widdowson (1990: 86), ” . . . grammar is not a constraining imposition nevertheless a liberating energy: it frees us from a dependency on context and a purely lexical categorization of actuality. Given that many learners – and lecturers – are more likely to view grammar as a set of restrictions on what’s allowed and disallowed in language use – ‘a linguistic straitjacket’ in Larsen-Freeman’s phrases (2002: 103) – the conception of grammar as one factor that liberates comparatively than represses is one which’s worth investigating. Consistent with Morelli (2003), faculty college students perceived themselves as having a higher angle in course of grammar instruction in context, whereas performing barely increased after having expert the usual grammar instruction.
Elkilic and Akca (2008) reported usually optimistic attitudes of students discovering out English grammar at a private essential EFL classroom in course of discovering out grammar. Significantly, nonetheless, just a bit over 50% of their subjects claimed to benefit from grammar very lots and solely about 10% reported discovering some drawback in learning and remembering grammar. Scholar expectations Scholar expectations of standard, specific grammar educating have been confirmed by many lecturers (cf. Borg, 1999a, b).
Burgess and Etherington (2002:440-441) moreover conclude that lecturers contemplate that specific educating of grammar is favoured by their faculty college students on account of expectations and feelings of insecurity. Given that 1970s, consideration has shifted from strategies of teaching grammar to strategies of getting learners to talk, nevertheless grammar has been seen to be a strong undermining and demotivating energy amongst L2 learners. On the subject of motivation and learner success with languages, grammar has been seen to be a difficulty and to face in the best way by which of serving to learners to talk fluently.
The arduous actuality that the majority lecturers face is that learners normally uncover it troublesome to make versatile use of the ideas of grammar taught inside the classroom. They may know the ideas utterly, nevertheless are incapable of creating use of them of their very personal use of the language. Lecturers’ recognition of this course of (i. e. , of transferring declarative details about grammar into procedural data) as a difficulty for lots of of their faculty college students has been reported by Burgess and Etherington (2002:442). Haudeck Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 72 Difficulties in Instructing and Learning Grammar… as reported that many learners have drawback in internalising grammar pointers, although these have been taught intensively (1996, cited in European Price, 2006). The utilization of grammatical terminology Metalinguistic dialogue (i. e. , utilizing grammatical terminology to talk about language) is seen by Stern (1992:327) as one among many traits of specific grammar educating. Consistent with Burgess and Etherington (2002: 444), lecturers contemplate that their faculty college students see grammatical terminology as useful and that its use would not present a particular drawback for school children.
Descriptive grammars acknowledge the reality that language is dynamic and its use is constantly altering, although not in essential strategies. The difficulty for ESL/EFL learners, nonetheless, is that there is a time-lag between the discover of such changes and their acceptance as the correct use of the language. As Morelli (2003:33-34) has seen, “Grammar is likely to be taught traditionally or contextually, nevertheless pupil notion must be considered by lecturers inside the decision-making course of. Faculty college students should actually really feel assured that educators have met their needs . . . nd educators must be ready to ponder the attitudes and perceptions of students when making alternatives about practice grammar. ” METHOD Goal The study reported proper right here targets to analysis the difficulties of a cross a part of faculty EFL lecturers in Oman along with their perceptions of their faculty college students’ difficulties with regard to grammar instruction. Evaluation questions The study aimed to answer the following questions: 1. What are EFL lecturers’ perceptions of the difficulties of students and lecturers with regard to grammar instruction in an EFL context? 2.
Are there any variations in lecturers’ perceptions between the difficulties confronted by lecturers and folks confronted by faculty college students? three. Do these perceptions of difficulties differ according to the lecturers’: • Gender, • Stage taught, • Qualifications, and • Experience? Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 73 4. Are there any important variations in lecturers’ perceptions due to the form of drawback? Limitation of the study The present study is proscribed to: • EFL lecturers educating English in Omani Main Coaching colleges, and • The utilization of questionnaire as a result of the evaluation instrument.
Nonetheless, the responses are helpful in themselves, indicating the ultimate difficulties that faculty college students and lecturers face with regard to grammar instruction in an EFL context. Evaluation design The study was primarily quantitative in design, using a questionnaire and the themes responded to each assertion on a five-point Likert-type angle scale (from 5 for ‘strongly agree’ to 1 for ‘strongly disagree’). The respondents moreover provided background information on gender, qualification, educating experience and the extent they practice, for creating their profile by the use of variables. The knowledge was analyzed (t-test and ANOVA) using the SPSS.
The evaluation instrument The questionnaire used inside the present study, which incorporates 20 statements, was the one employed by Burgess and Etherington of their study (2002: 451452) (See ANNEXURE – I for the questionnaire used inside the present study). Subjects Only one broad geographical context was chosen for the study, notably Oman, with a goal to be context-specific and have the power to make an in depth connection between lecturers, their assumptions and their smart experience. It is believed that the themes fairly represented the context of EFL educating at utterly totally different ranges in Omani colleges.
Aside from, the sample measurement was 90, higher than the minimal amount required for making useful statistical analyses according to Cohen and Manion (1994:77). The profile of the themes by the use of the four variables is given beneath in Desk 1: Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 74 Difficulties in Instructing and Learning Grammar… Desk 1. Profile of Respondents to the Study Instrument Variable Gender Stage they practice Lessons all through the variable Male Female Grades 1-4 Grades 5-10 Grades 11-12 Grasp’s Diploma Bachelor’s Diploma Diploma ? years > 5 ? 10 years > 10 years No. of respondents in each class 39 51 17 31 42 eight 76 6 27 41 22 Complete (N) 90 90 Qualification 90 Experience 90 RESULTS AND DISCUSSION With regard to the first evaluation question whether or not or not there are difficulties confronted by faculty college students and lecturers with grammar instruction, Desk 2 (ANNEXURE – II) reveals an normal indicate of three. 51 on a five-point scale, the means for specific individual statements ranging from 2. 97 to 4. 10, thus indicating lecturers’ primary settlement with lots of the statements inside the survey questionnaire (See Fig. beneath). This suggests that, inside the perceptions of lecturers, there are difficulties confronted by lecturers along with faculty college students with regard to grammar instruction in an EFL context. Fig. 1. Lecturers’ Perceptions of Difficulties with EFL Grammar Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 75 With regard to the second evaluation question in regards to the variations between faculty college students and lecturers inside the difficulties confronted, Desk three reveals that there is a statistically important distinction on the diploma of p ; zero. 01 inside the perceptions of lecturers and faculty college students, with faculty college students experiencing difficulties to a greater extent than lecturers, which is understandable. The overall indicate for school children’ difficulties as perceived by the lecturers was three. 58, whereas the final indicate for lecturers’ difficulties was three. 23 (Desk three beneath). Desk three. Lecturers’ Perceptions of Lecturers’ and Faculty college students’ Difficulties with EFL Grammar (N = 90) Assertion Lecturers’ Difficulties Faculty college students’ Difficulties as perceived by the Lecturers Suggest three. 331 three. 5779 SD . 58484 . 42214 t Sig. (2-tailed) 5. 225 . 000 The third evaluation question is in regards to the variations in notion of difficulties by the use of the four teacher variables: gender, diploma taught, qualification, and educating experience. With regard to gender, a comparability of the final indicate response for male (three. 508) and female lecturers (three. 510) (See Fig. 2 beneath) reveals that they are pretty nearly the equivalent and that there is not a statistically important distinction on the diploma of zero. 5 of their perceptions in regards to the difficulties (Sig. : . 978) (Desk 4 in ANNEXURE – II)). This suggests that gender would not play an enormous perform inside the lecturers’ perceptions when it comes to articulating their very personal difficulties along with these of their faculty college students with English grammar instruction. Fig. 2. Lecturers’ Perceptions of Difficulties with EFL Grammar according to Gender With regard to the extent taught, Desk 5 (ANNEXURE – II) reveals that lecturers educating at utterly totally different ranges have comparable perceptions about their wn and their Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 76 Difficulties in Instructing and Learning Grammar… faculty college students’ difficulties with English grammar instruction, with a barely elevated indicate for lecturers of Grades 1-4 (three. 58) than the means for lecturers of the other two ranges, which are nearly the equivalent (three. 49 and three. 5) (See Fig. three beneath). Desk 5 moreover reveals that there is not a statistically important distinction on the diploma of zero. 05 by the use of this variable (Sig. : . 686). Fig. three.
Lecturers’ Perceptions of Difficulties with EFL Grammar according to Stage Taught With regard to lecturers’ qualifications, Desk 6 (ANNEXURE – II) reveals a barely elevated normal indicate for lecturers with a diploma qualification (three. 78) than the final means for lecturers with elevated qualifications, viz. bachelor’s (three. 46) or grasp’s diploma (three. 49) (See Fig. 4 beneath). The outcomes moreover current that there is not a statistically important distinction on the diploma of zero. 05 by the use of this variable (Sig. : . 211 – Desk 6). Fig. 4.
Lecturers’ Perceptions of Difficulties with EFL Grammar according to Qualifications With regard to lecturers’ experience, it would not seem like an enormous variable with regard to their perceptions of their very personal and their faculty college students’ difficulties with English grammar instruction, as Desk 7 (ANNEXURE – II) reveals (See Fig. 5 beneath). The outcomes moreover current that there is not a statistically important distinction on the diploma of zero. 05 by the use of this variable (Sig. : . 869 – Desk 7). Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 7 Fig. 5. Lecturers’ Perceptions of Difficulties with EFL Grammar according to Experience The foregoing dialogue depends on the final indicate ranking obtained for the difficulties typically and for each of the four teacher variables considered inside the present study. With regard to the fourth evaluation question, an in depth analysis of the outcomes gives attention-grabbing and helpful insights into lecturers’ perceptions of a number of varieties of difficulties for school children and lecturers themselves and their points about classroom software program of grammar educating guidelines.
The outcomes are talked about with respect to difficulties categorized by the use of the themes listed in Desk eight beneath: Desk eight. Statements inside the Questionnaire Categorised according to Themes Theme Specific grammar educating The swap of declarative data into procedural data The utilization of grammatical terminology Error correction Disadvantage-solving actions The utilization of real texts for grammar instruction The utilization of spoken and written communicative actions Assertion(s) three, 4, 5, 13 1, 17, 18 14, 19 15, 16 2, 20 6, 7, eight, 9, 10, 11, 12 17, 18
Specific grammar educating The dichotomies of unconscious/conscious learning and inductive/deductive educating methods are every usually equated with the dichotomy between implicit and specific instruction. Attitudes to inductive and deductive methods had been investigated by the use of statements concerning specific presentation of grammar by lecturers, faculty college students discovering form-function matches for themselves, and the constraints in using each of the two methods. Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 78 Difficulties in Instructing and Learning Grammar…
Assertion three (My faculty college students anticipate lecturers to present grammar explicitly) and Assertion 13 (A shortage of specific grammar educating leaves my faculty college students feeling insecure) produced a indicate ranking of three. 61 and three. 38 respectively (Desk 2 ANNEXURE – II), supporting the view that faculty college students, in lecturers’ notion, need specific grammar educating. This is not beautiful, as faculty college students are acknowledged to anticipate standard, specific grammar instruction (e. g. , Borg, 1999a, b). The responses inside the present study level out that this expectation of students nonetheless stays, notably on the faculty diploma.
Responses to Assertion 5 (My faculty college students need to get your hands on matches between meaning and development for themselves), nonetheless, produced a indicate ranking of three. 59 (Desk 2 – ANNEXURE – II), which can be very close to the indicate ranking for school children’ expectation about specific educating of grammar. This notion of students’ need for an inductive methodology of learning grammar on the part of the equivalent responding lecturers is beautiful. With regard to the equivalent assertion, the excellence in indicate between women and men seems to be elevated than for the other statements (Desk 4 – ANNEXURE – II).
A follow-up interview with lecturers may want provided further specific information and thrown gentle on their understanding of specific and implicit methods of teaching grammar. With regard to Assertion 4 (My faculty college students need to be taught grammar from onesentence examples), which hyperlinks to precise grammar educating, responding lecturers produced the underside indicate ranking (2. 97) of all statements inside the questionnaire (Desk 2 – ANNEXURE – II). On the subject of experience, nonetheless, there seems to be some important distinction on the diploma of zero. 5 in favour of lecturers with higher than 10 years of experience (Desk 7 – ANNEXURE – II). Declarative vs procedural data Assertion 1 (My faculty college students uncover it troublesome to modify their grammatical data into communicative language use), designed to ascertain lecturers’ beliefs in regards to the attainable swap of declarative data (i. e. , details about grammar) into procedural data (i. e. , talent to utilize that data in exact communication), produced a indicate ranking of three. 81 (Desk 2 ANNEXURE – II).
Which means responding lecturers recognise this implies of swap of 1 type of data into one different as a difficulty for quite a few their faculty college students. This gap between faculty college students’ grammatical data and communicative talent isn’t surprising to lecturers, who normally uncover that the majority of their faculty college students can recall grammatical pointers exactly and perform very successfully on discrete-point grammar Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 79 exercises, nevertheless fail to achieve such grammatical accuracy in exact communication.
This actuality is corroborated by the responses to Statements 17 and 18 (My faculty college students uncover it troublesome to reinforce the accuracy of their grammatical data inside a really communicative writing/speaking train), which produced a indicate ranking of 4. 10 and three. 73 respectively (Desk 2 – ANNEXURE – II). On the subject of teacher qualifications, lecturers with a diploma agree strongly (indicate of 4. 33) that their faculty college students uncover it troublesome to modify their grammatical data into communicative language use. The indicate for this assertion for lecturers with elevated qualifications is lower (Desk 6 – ANNEXURE – II).
The utilization of grammatical terminology The utilization of grammatical terminology inside the EFL classroom is seen as a wanted part of the precise methodology of teaching grammar. When faculty college students and lecturers talk about grammar (i. e. , in meta-linguistic dialogue), which is probably going one of many traits of specific language educating (Stern 1992: 327), they need to use grammatical phrases. Two statements (14 & 19) sought to find lecturers’ perceptions of how their faculty college students actually really feel about utilizing grammatical terminology.
Assertion 14 (My faculty college students uncover grammatical terminology useful) and Assertion 19 (My faculty college students uncover it troublesome to utilize grammatical terminology) produced a indicate ranking of three. 82 and 4. 07 respectively (Desk 2 – ANNEXURE – II). Which means, inside the responding lecturers’ notion, their faculty college students see grammatical terminology as useful, nevertheless uncover drawback in using the phrases to be of a greater magnitude. Apparently, the usefulness of grammatical terminology seems to be linked to the students’ need for specific grammar instruction. The excellence in indicate between lecturers of Grades 1-4 and 11-12 on the one hand (indicate of ? ) and folks of Grades 5-10 (indicate of three. 4), nonetheless, seems to be elevated with regard to their perceptions of the usefulness of grammatical terminology to their faculty college students. That is, lecturers of the underside and highest ranges assume that their faculty college students uncover grammatical terminology further useful than these of the middle grades. There is a important distinction on the diploma of zero. 05 by the use of the extent taught with regard to the usefulness of grammatical terminology (assertion 14) (Desk 5 – ANNEXURE – II). On the subject of teacher qualifications, lecturers with a diploma agree very strongly (indicate of 4. zero) that their faculty college students uncover it troublesome to utilize grammatical terminology and the overwhelming majority of lecturers surveyed, who’ve a bachelor’s Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 80 Difficulties in Instructing and Learning Grammar… diploma, moreover seem to level out a extreme diploma of settlement with regard to the equivalent assertion (indicate of 4. 04). The indicate for this assertion for lecturers with elevated qualifications is lower (Desk 6 – ANNEXURE – II). Error Correction Lecturers tend to contemplate that errors of form devoted by EFL learners must be corrected even when communicative targets are meant.
This need for correction of form even inside a communicative context, each spoken or written, might come up from a precedence for grammatical accuracy in faculty college students’ communicative output or for avoiding fossilization of errors of their interlanguage. Statements 15 and 16 goal to grab lecturers’ perceptions on this regard. Assertion 15 (Lecturers uncover it troublesome to acceptable pupil errors of grammar inside a written communicative context) and Assertion 16 (Lecturers uncover it troublesome to acceptable pupil errors of grammar inside a spoken communicative context) produced a indicate ranking of three. 26 and three. 7 respectively (Desk 2 ANNEXURE – II). It is likely to be inferred from the outcomes that the responding lecturers experience further drawback in correcting their learners’ spoken communication than written. Disadvantage-solving strategies Disadvantage-solving strategies in relation to grammar educating are inductive strategies that require learners to look out form-function matches by themselves. (e. g. , Hall and Shepheard, 1991). Responses of lecturers surveyed inside the present study produced a indicate ranking of three. 58 for Assertion 2 (My faculty college students are motivated by problem-solving strategies for learning grammar), displaying a hyperlink to responses to Assertion 5 bout faculty college students’ need for finding matches between meaning and development for themselves. Surprisingly, nonetheless, the equivalent responding lecturers produced a indicate ranking of three. 60 for Assertion 20 (My faculty college students are pissed off by problem-solving strategies for learning grammar) (Desk 2 – ANNEXURE – II). A attainable interpretation might probably be that lecturers, whereas recognising the motivational potential of problem-solving strategies, moreover observe their faculty college students’ irritating experience with such strategies, most likely on account of they’re too ‘troublesome’ for the learners to cope with.
One different interpretation might probably be that lecturers’ responses to Assertion 2 are based on their theoretical assumption about what these strategies may do to the learners, whereas these to Assertion 20 might probably be based on lecturers’ analysis of the underside actuality. Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 81 With regard to the assertion about faculty college students being motivated by problemsolving strategies for learning grammar (Assertion 2), there’s moreover an enormous distinction on the diploma of zero. 5 between women and men of their perceptions (Desk 4 – ANNEXURE – II). The utilization of real texts for grammar instruction Real texts are texts that are not produced artificially for the purpose of language educating, nevertheless are used for actual capabilities within the true world, like newspaper articles and recipes. By implication, these texts are contextualised and communicatively full in themselves. They focus is on conveying precise meaning comparatively than on form.
Decontextualised examples of language, then once more, are one-sentence examples usually current in EFL textbooks and grammar observe books. They illustrate grammatical sorts and constructions in context-free sentences and are usually associated to the precise methodology of teaching grammar. The utilization of texts illustrating real communication for presenting grammar is usually seen as posing points to lecturers and faculty college students alike. Faculty college students’ points with their use come up from difficulties of variety of constructions Assertion 7), custom (Assertion eight), vocabulary (Assertion 9), and implicit form-function matches (Assertion 10), furthermore an normal drawback in coping with grammar provided inside real texts (Assertion 6). Lecturers’ difficulties with real texts embrace these arising from the time frame wished for using them (Assertion 11) and producing acceptable duties from such texts (Assertion 12). Consistent with the responding lecturers’ perceptions, faculty college students experience higher difficulties from vocabulary (Suggest=three. 52), variety of constructions (Suggest=three. 49) and discovering form-function matches (Suggest=three. three) than from coping with from provided inside real texts (Suggest=three. 33) and custom (Suggest=three. 26). Statements 11 and 12 referring to lecturers’ difficulties in using real texts produced a indicate ranking of three. 03 and three. 09 respectively (Desk 2 – ANNEXURE – II), which signifies a lower notion of lecturers of their very personal difficulties than these of students. The utilization of spoken and written communicative actions Statements 17 and 18 seek the advice of with the attainable difficulties faculty college students may want in bettering the accuracy of their grammatical language inside utterly communicative actions.
Responding lecturers produced a indicate ranking of 4. 10 and three. 73 for the two statements respectively. In precise reality, the easiest indicate ranking of Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 82 Difficulties in Instructing and Learning Grammar… all scores for the survey questionnaire (4. 10) was obtained for Assertion 17 (My faculty college students uncover it troublesome to reinforce the accuracy of their grammatical data inside a really communicative writing train) (Desk 2 ANNEXURE – II).
The outcomes level out that, in lecturers’ perceptions, utterly communicative actions, whether or not or not written or spoken, pose good difficulties to school college students for learning grammar and bettering grammatical accuracy, writing actions proving tougher than spoken ones. It’s maybe inferred that the lecturers surveyed may want a extreme concern in regards to the lack of enough think about form in purely communicative actions or duties for creating faculty college students’ grammatical data. Practising language as communication in real-life duties will not give enough alternate options for school children to reinforce their grammatical data.
On the subject of teacher qualifications, lecturers with a diploma agree very strongly (indicate of 4. 67) that their faculty college students uncover it troublesome to reinforce the accuracy of their grammatical language inside a really communicative writing train and the overwhelming majority of lecturers surveyed, who’ve a bachelor’s diploma, moreover seem to level out a extreme diploma of settlement with regard to the equivalent assertion (indicate of 4. 01). The indicate for this assertion for lecturers with elevated qualifications is lower (Desk 6 – ANNEXURE – II).
CONCLUSION Sometimes speaking, in lecturers’ perceptions, every lecturers and faculty college students invariably face extreme difficulties with regard to EFL grammar instruction, faculty college students going by them to a greater extent than lecturers. It is obvious that EFL lecturers take into consideration these difficulties pretty extreme, which signifies that extreme consideration should be paid to them. There is also usually helpful strategies of teaching EFL grammar (for example, the implicit methodology), nevertheless it couldn’t be appropriate to undertake them universally with out making an attempt on the attainable difficulties which can associate with these methods immediate.
Whereas a a lot much less favoured methodology might pose fewer points and subsequently be easier, a further favoured methodology is maybe a lot much less environment friendly owing to higher difficulties or points in implementing it. The difficulties may additionally be influenced by the context by which a particular methodology is used. It is, subsequently, important to make an in depth study of such difficulties confronted by lecturers and faculty college students specifically contexts, take relevant steps to beat them, and adapt the technique to swimsuit the exact educating and learning Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2
Al-Mekhlafi & Nagaratnam 83 setting. This is not to counsel ‘diluting’ a sound technique or methodology, nevertheless solely to plan mediating or supplementary duties to help learners tide over the difficulties. IMPLICATIONS The findings of the present study degree to the following implications: 1. EFL Curriculum and supplies builders must current an understanding of learners’ and lecturers’ difficulties, and provide enough steering and help within the curriculum doc and the lecturers’ e-book displaying how the potential difficulties might probably be addressed in planning their classroom actions.
Lecturers is also given examples of mediating duties, which could mitigate the difficulties. 2. As Morelli (2003: 33-34) has recognized, faculty college students should be taught grammar by the use of quite a few methodologies and approaches to cater to their specific individual sorts of learning, and educators ought to consider faculty college students’ attitudes and perceptions when making alternatives about practice grammar. three. EFL lecturers would do successfully to know and cope with their learners’ points in planning their courses and classroom actions, and use supplementary provides, if wanted, to help learners cope with the difficulties. 4.
Every in-service and pre-service teaching programmes must be deliberate in such a technique that student-teachers and practising lecturers articulate the potential and exact difficulties and concentrate on strategies of overcoming or a minimal of coping with them. The database referring to educating English as a abroad language, along with the difficulties of learners and lecturers with regard to grammar instruction, must be enriched by further detailed evaluation and analysis, which could enable generalizations all through the gulf worldwide places. Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 84 Difficulties in Instructing and Learning Grammar…
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Burgess, J. and Etherington, S. (2002). Think about grammatical form: specific or implicit? System, 30: 433-458. Cohen, L. and Manion, L. C. (1994). Evaluation Methods in Coaching. London: Routledge. Elkilic, G. and Akca, C. (2008). Attitudes of the Faculty college students Discovering out at Kafkas Faculty Private Most important EFL Classroom in course of Storytelling and Motivation. Journal of Language and Linguistic Analysis, 4(1): 1-22. European Price (2006). The Principal Pedagogical Guidelines Underlying the Instructing of Languages to Very Youthful Learners. Remaining Report of the EAC 89/04, Lot 1 Study: Edelenbos, P. , Johnstone, R. and Kubanek, A. Hall, N. nd Shepheard, J. (1991). The Anti-Grammar Grammar Information. London: Longman. Kumaravadivelu, B. (1991). Language learning duties: teacher intention and learner interpretation. ELT Journal, 45 (2): 98-107. Larsen-Freeman, D. (2002). The Grammar of Choice. In E. Hinkel and S. Fotos (Eds. ). New Views on Grammar Instructing in Second Language Lecture rooms. Mahwah, New Jersey: Lawrence Erlbaum Associates. Leki, I. (1995). Good writing: I do comprehend it as soon as I see it. In In D. Belcher and G. Braine (eds. ) Instructional Writing in a Second Language. Norwood, NJ: Ablex Publishing. Worldwide Journal of Instruction, July 2011 ? Vol. , No. 2 Al-Mekhlafi & Nagaratnam 85 Morelli, J. A. (2003). Ninth Graders’ Attitudes in the direction of Completely totally different Approaches to Grammar Instruction. Unpublished Dissertation. The Graduate Faculty of Coaching, Fordham Faculty, New York. Schultz, R. (1996). Think about form inside the abroad language classroom: faculty college students’ and lecturers’ views on error correction and the perform of grammar. Worldwide Language Annals, 29(three): 343-364. Schultz, R. (2001). Cultural variations in pupil and teacher perceptions regarding the perform of grammar instruction and corrective options. USAColombia. The Modern Language Journal, 85(ii): 244-258. Spratt, M. 1999). How good are we at determining what learners like? System, 27:141-155. Stern, H. H. (1992). Factors and Decisions in English Language Instructing. Oxford: Oxford Faculty Press. Widdowson, H. G. (1990). Grammar and nonsense and learning. In H. G. Widdowson, Components of language educating, pp. 79-98. Oxford: Oxford Faculty Press. Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 86 Difficulties in Instructing and Learning Grammar… ANNEXURE – I RESEARCH INSTRUMENT – QUESTIONNAIRE STUDENT AND TEACHER DIFFICULTIES WITH GRAMMAR These are questions on how faculty college students and lecturers deal with grammar inside the classroom.
Please level out how far you agree or disagree with these statements. In case you occur to agree strongly, mark a 5 on the dimensions; in case you strongly disagree, mark a 1 on the dimensions. No. Assertion SA 1 My faculty college students uncover it troublesome to modify their grammatical data into communicative language use. 2 My faculty college students are motivated by problem-solving strategies for learning grammar. three My faculty college students anticipate lecturers to present grammar components explicitly. 4 My faculty college students need to be taught grammar from one-sentence examples. 5 My faculty college students need to get your hands on matches between meaning and development for themselves. My faculty college students uncover it troublesome to cope with grammar provided inside real texts. 7 My faculty college students uncover real texts troublesome as a result of large number of constructions which appear. eight My faculty college students uncover real texts troublesome on account of they’re too custom certain. 9 My faculty college students uncover real texts troublesome as a result of vocabulary used. 10 My faculty college students cannot uncover form-function matches in real texts with out specific path from lecturers. 11 Lecturers uncover utilizing real supplies too time-consuming. 12 Lecturers uncover it troublesome to produce duties of an acceptable diploma from real texts. three A shortage of specific grammar educating leaves my faculty college students feeling insecure. 14 My faculty college students uncover grammatical terminology useful. 15 Lecturers uncover it troublesome to acceptable pupil errors of grammar inside a written communicative context. 16 Lecturers uncover it troublesome to acceptable pupil errors of grammar inside a spoken communicative context. 17 My faculty college students uncover it troublesome to reinforce the accuracy of their grammatical language inside a really communicative writing train. 18 My faculty college students uncover it troublesome to reinforce the accuracy of their grammatical language inside a really communicative speaking train. 9 My faculty college students uncover it troublesome to utilize grammatical terminology. 20 My faculty college students are pissed off by problem-solving strategies for learning grammar. A N D SD Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 87 ANNEXURE – II Desk 2. Lecturers’ Perceptions of Difficulties with EFL Grammar (N = 90) Assertion 1. My faculty college students uncover it troublesome to modify their grammatical data into communicative language use. 2. My faculty college students are motivated by problem-solving strategies for learning grammar. three. My faculty college students anticipate lecturers to present grammar components explicitly. 4.
My faculty college students need to be taught grammar from one-sentence examples. 5. My faculty college students need to get your hands on matches between meaning and development for themselves. 6. My faculty college students uncover it troublesome to cope with grammar provided inside real texts. 7. My faculty college students uncover real texts troublesome as a result of large number of constructions which appear. eight. My faculty college students uncover real texts troublesome on account of they’re too custom certain. 9. My faculty college students uncover real texts troublesome as a result of vocabulary used. 10. My faculty college students cannot uncover form-function matches in real texts with out specific path from lecturers. 11.
Lecturers uncover utilizing real supplies too time-consuming. 12. Lecturers uncover it troublesome to produce duties of an acceptable diploma from real texts. 13. A shortage of specific grammar educating leaves my faculty college students feeling insecure. 14. My faculty college students uncover grammatical terminology useful. 15. Lecturers uncover it troublesome to acceptable pupil errors of grammar inside a written communicative context. 16. Lecturers uncover it troublesome to acceptable pupil errors of grammar inside a spoken communicative context. 17. My faculty college students uncover it troublesome to reinforce the accuracy of their grammatical language inside a really communicative writing train. eight. My faculty college students uncover it troublesome to reinforce the accuracy of their grammatical language inside a really communicative speaking train. 19. My faculty college students uncover it troublesome to utilize grammatical terminology. 20. My faculty college students are pissed off by problem-solving strategies for learning grammar. Whole Suggest three. 8111 three. 5778 three. 6111 2. 9667 three. 5889 three. 3333 three. 4889 three. 2556 three. 5222 three. 4333 three. zero333 three. 0889 three. 3778 three. 8222 three. 2556 three. 5730 4. 1000 three. 7333 4. 0667 three. 6000 three. 5090 SD . 93490 . 97125 1. 04607 1. 49494 . 94684 1. 03858 1. 01941 1. 03382 1. 07293 1. 02825 1. 05415 1. 16739 . 97816 1. 5937 1. 25027 . 83785 . 90006 . 99210 . 87152 1. 08927 7. 71887 Desk 4. Lecturers’ Perceptions of Difficulties with EFL Grammar according to their Gender (Males: N=39; Females: N=51) Assertion 1 2 three 4 5 6 7 eight 9 10 11 12 Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Suggest three. 8718 three. 7647 three. 2308 three. 8431 three. 7436 three. 5098 three. 1282 2. 8431 three. 7949 three. 4314 three. 2821 three. 3725 three. 5128 three. 4706 three. 2051 three. 2941 three. 5128 three. 5294 three. 3846 three. 4706 three. 0769 three. 0000 three. 1282 three. 0588 SD . 86388 . 99173 1. 6281 . 80926 . 96567 1. 10223 1. 47219 1. 51489 . 95089 . 92206 1. 02466 1. 05756 . 79046 1. 17223 1. 10452 . 98578 . 99662 1. 13759 1. 09100 . 98697 1. 10940 1. 01980 1. 19603 1. 15606 F 1. 357 4. 942 1. 447 . 032 . 068 . zero95 9. 319 . 295 1. 240 . 600 . 062 . 107 t . 536 three. 105 1. 051 . 895 1. 828 . 408 . 194 . 403 . 072 . 391 . 341 . 278 Sig. (2-tailed) . 593 . zero03 . 296 . 373 . zero71 . 684 . 847 . 688 . 943 . 697 . 734 . 782 Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 88 Difficulties in Instructing and Learning Grammar… Assertion 13 14 15 16 17 18 19 20 Whole
Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Suggest three. 3333 three. 4118 three. 9231 three. 7451 three. 3590 three. 1765 three. 5385 three. 6000 4. 0769 4. 1176 three. 7179 three. 7451 three. 8974 4. 1961 three. 4359 three. 7255 three. 5077 three. 5100 SD . 98230 . 98339 1. 28523 1. 24649 1. 34726 1. 17823 . 82226 . 85714 . 98367 . 84017 .88700 1. 07412 . 94018 . 80049 1. 16517 1. 02134 6. 67887 eight. 50930 F . 018 . 105 1. 363 . 174 . 023 1. 454 . 201 2. 494 1. 604 t . 375 . 662 . 684 . 342 . 212 . 128 1. 626 1. 254 . 028 Sig. (2-tailed) . 708 . 510 . 496 . 733 . 833 . 898 . 108 . 213 . 978 Desk 5.
Lecturers’ Perceptions of Difficulties with EFL Grammar according to the Stage taught Assertion 1 Stage 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 N 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 Suggest three. 8824 three. 5484 three. 9762 three. 8111 three. 5882 three. 2903 three. 7857 three. 5778 three. 7059 three. 5161 three. 6429 three. 6111 2. 7647 three. 4516 2. 6905 2. 9667 three. 7059 three. 6774 three. 4762 three. 5889 three. 1765 three. 3871 three. 3571 three. 3333 three. 6471 three. 4839 three. 4286 three. 889 three. 6471 three. 2903 three. 0714 three. 2556 three. 7059 three. 5484 three. 4286 three. 5222 three. 7647 SD 1. 05370 1. 09053 . 71527 . 93490 1. 00367 . 97275 . 92488 . 97125 1. 04670 . 99569 1. 10036 1. 04607 1. 52190 1. 43385 1. 47314 1. 49494 . 77174 . 79108 1. 10956 . 94684 1. 01460 1. 02233 1. 07797 1. 03858 1. 16946 1. 06053 . 94075 1. 01941 . 99632 . 93785 1. 09082 1. 03382 1. 26317 1. 09053 . 99125 1. 07293 1. 20049 F 1. 970 Sig. .146 2 2. 394 .zero97 three .213 .809 4 2. 593 .zero81 5 .557 .575 6 .242 .785 7 .274 .761 eight 1. 943 .149 9 .413 1. 116 .663 . 332 10 Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 9 Assertion 11 12 13 14 15 16 17 18 19 20 Whole Stage 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete 1-4 5-10 11-12 Complete N 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 41 89 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 17 31 42 90 Suggest three. 3871 three. 3333 three. 4333 2. 8824 three. zero968 three. 0476 three. zero333 three. 1176 three. 1290 three. 0476 three. 0889 three. 5294 three. 0645 three. 5476 three. 3778 4. 0000 three. 3871 4. 0714 three. 8222 three. 0588 three. 5161 three. 429 three. 2556 three. 6471 three. 7419 three. 4146 three. 5730 4. 2941 4. 0323 4. 0714 4. 1000 three. 6471 three. 6774 three. 8095 three. 7333 4. 3529 three. 9355 4. 0476 4. 0667 three. 5294 three. 5806 three. 6429 three. 6000 three. 5824 three. 4871 three. 4951 three. 5090 SD . 91933 1. 02806 1. 02825 1. 05370 1. 10619 1. 03482 1. 05415 1. 21873 1. 14723 1. 18841 1. 16739 1. 17886 . 99785 . 83235 . 97816 1. 22474 1. 22956 1. 23748 1. 25937 1. 39062 1. 17958 1. 24100 1. 25027 . 93148 . 68155 . 89375 . 83785 . 77174 . 87498 . 97262 . 90006 1. 27187 . 90874 . 94322 . 99210 . 70189 . 81386 . 96151 . 87152 1. 12459 1. 14816 1. 05510 1. 08927 7. 94466 eight. 51652 7. 09156 7. 71887 F Sig. .230 .795 zero49 .953 2. 509 .zero87 2. 968 .057 1. 056 .352 1. 443 .242 .499 .609 .233 .792 1. 287 .281 .072 .931 .378 .686 Desk 6. Lecturers’ Perceptions of Difficulties with EFL Grammar according to their Qualifications Assertion 1 Qualification MA BA Diploma Complete MA BA Diploma Complete N eight 76 6 90 eight 76 6 90 Suggest three. 5000 three. 8026 4. 3333 three. 8111 three. 6250 three. 5395 4. 0000 three. 5778 SD 1. 30931 . 89472 . 81650 . 93490 . 91613 . 99921 . 63246 . 97125 F 1. 394 Sig. .253 2 .630 .535 Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 90 Difficulties in Instructing and Learning Grammar… Assertion three 4 5 6 7 eight 9 10 11 12 13 14 15 16 17
Qualification MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma N eight 76 6 90 eight 76 6 90 eight 76 6 90 eight 76 6 90 eight 76 6 90 eight 76 6 90 eight 76 6 90 eight 76 6 90 eight 76 6 90 eight 76 6 90 eight 76 6 90 eight 76 6 90 eight 76 6 90 eight 75 6 89 eight 76 6 Suggest three. 5000 three. 5921 4. 0000 three. 6111 three. 3750 2. 9605 2. 5000 2. 9667 three. 7500 three. 5526 three. 8333 three. 5889 2. 6250 three. 4079 three. 3333 three. 3333 three. 2500 three. 4605 4. 1667 three. 4889 three. 5000 three. 2237 three. 333 three. 2556 three. 1250 three. 5000 4. 3333 three. 5222 three. 3750 three. 4079 three. 8333 three. 4333 2. 7500 three. 0526 three. 1667 three. zero333 three. 5000 three. 0132 three. 5000 three. 0889 three. 2500 three. 4079 three. 1667 three. 3778 three. 1250 three. 8947 three. 8333 three. 8222 three. 3750 three. 2237 three. 5000 three. 2556 three. 5000 three. 5200 4. 3333 three. 5730 4. 5000 4. 0132 4. 6667 SD 1. 06904 1. 03509 1. 26491 1. 04607 1. 40789 1. 50058 1. 64317 1. 49494 1. 38873 . 91498 . 75277 . 94684 1. 30247 . 96854 1. 36626 1. 03858 1. 16496 1. 01247 . 75277 1. 01941 1. 06904 1. 02760 1. 21106 1. 03382 1. 24642 1. 05198 . 81650 1. 07293 1. 18773 1. 03509 . 75277 1. 02825 1. 58114 1. 00525 . 98319 1. 05415 1. 30931 1. 13717 1. 37840 1. 6739 1. 58114 . 86684 1. 47196 . 97816 1. 80772 1. 16137 1. 60208 1. 25937 1. 68502 1. 18433 1. 64317 1. 25027 1. 19523 . 77738 . 81650 . 83785 . 75593 . 91642 . 51640 F . 467 Sig. .629 .586 .559 .366 .694 2. 108 .128 1. 596 .209 .272 .762 2. 348 .102 .484 .618 .345 .710 1. zero29 .362 .240 .787 1. 363 .261 .173 .842 2. 757 2. 407 .069 . 096 Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 Al-Mekhlafi & Nagaratnam 91 Assertion 18 19 20 Whole Qualification Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete MA BA Diploma Complete N 90 eight 76 6 90 eight 76 6 90 eight 76 6 90 eight 76 6 90 Suggest 4. 1000 three. 6250 three. 7632 three. 5000 three. 333 4. 0000 4. 0395 4. 5000 4. 0667 three. 8750 three. 5658 three. 6667 three. 6000 three. 4563 three. 4933 three. 7750 three. 5090 SD . 90006 1. 40789 . 92186 1. 37840 . 99210 . 75593 . 90097 . 54772 . 87152 1. 35620 1. 08733 . 81650 1. 08927 10. 98619 7. 29186 7. 44983 7. 71887 F Sig. .244 .784 .798 .453 .299 .742 1. 582 .211 Desk 7. Lecturers’ Perceptions of Difficulties with EFL Grammar according to their Experience Assertion 1 Exp. (yrs) ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? zero ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 N 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 Suggest three. 5556 three. 9250 three. 9130 three. 8111 three. 4444 three. 5500 three. 7826 three. 5778 three. 4444 three. 8000 three. 4783 three. 6111 three. 2222 three. 1500 2. 3478 2. 9667 three. 7407 three. 5000 three. 5652 three. 5889 three. 2963 three. 4000 three. 2609 three. 3333 three. 4074 three. 5250 three. 5217 three. 4889 three. 1481 three. 2000 three. 4783 three. 2556 three. 8519 three. 3000 three. 5217 three. 5222 three. 3333 three. 4500 SD 1. 12090 . 91672 . 66831 . 93490 . 84732 . 95943 1. 12640 . 97125 . 97402 1. 01779 1. 16266 1. 04607 1. 52753 1. 45972 1. 40158 1. 49494 . 81300 1. 13228 . 2777 . 94684 1. 17063 . 98189 1. 00983 1. 03858 1. 24836 . 93336 . 89796 1. 01941 . 81824 1. 11401 1. 12288 1. 03382 1. 06351 1. 11401 . 94722 1. 07293 1. 03775 1. 06096 F 1. 457 Sig. .239 2 .778 .462 three 1. 185 .311 4 2. 772 .068 5 .525 .593 6 .153 .859 7 .121 .886 eight .733 .484 9 2. 189 . 214 .118 . 808 10 Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2 92 Difficulties in Instructing and Learning Grammar… Assertion 11 12 13 14 15 16 17 18 19 20 Whole Exp. (yrs) ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete ? 5 ; 5 ? 10 ; 10 Complete N 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 89 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 27 41 22 90 Suggest three. 5217 three. 4333 2. 8889 three. 0750 three. 1304 three. zero333 three. 3333 three. 0750 2. 8261 three. 0889 three. 3704 three. 2750 three. 5652 three. 3778 three. 4815 three. 8500 4. 1739 three. 8222 three. 1481 three. 2500 three. 3913 three. 2556 three. 6667 three. 5000 three. 5909 three. 5730 4. 0741 4. 1000 4. 1304 4. 1000 three. 6667 three. 8250 three. 6522 three. 7333 4. 0370 4. 0500 4. 1304 4. 0667 three. 4074 three. 000 three. 6522 three. 6000 three. 4759 three. 5250 three. 5201 three. 5090 SD . 99405 1. 02825 1. 25064 . 99711 . 91970 1. 05415 1. 14354 1. 11832 1. 26678 1. 16739 . 92604 1. 01242 . 99206 . 97816 1. 36918 1. 23101 1. 11405 1. 25937 1. 43322 1. 14914 1. 23359 1. 25027 . 87706 . 87706 . 73414 . 83785 1. 03500 . 74421 1. 01374 .90006 1. 03775 . 84391 1. 19121 . 99210 . 70610 . 90441 1. 01374 . 87152 1. 18514 1. 06699 1. 02730 1. 08927 9. 44364 7. 20399 6. 48558 7. 71887 F Sig. .377 .687 1. 182 .311 .639 .530 1. 935 .151 .232 .794 .321 .727 .024 .976 .304 .739 .zero83 .921 .612 .545 .140 .869 Worldwide Journal of Instruction, July 2011 ? Vol. 4, No. 2

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