Problems in Teaching Grammar To English Learners at Secondary Level [PDF]

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Problems in Teaching Grammar to English Learners at Secondary Level Article · January 2017

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ISSN: 2520-0143 (Online)

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Vol. 1 No. 1 January, 2017

PROBLEMS IN TEACHING GRAMMAR TO ENGLISH LEARNERS AT SECONDARY LEVEL Muhammad Javed Iqbal M. Phil (Applied Linguistics) The University of Lahore, Pakpattan Campus Email: [email protected] Munir Akbar M.Phil Education (Scholar) UAF- Sub Campus Burewala Vehari Email: [email protected] Dr. Mushtaq Ahmad Head of Department (English) Riphah International University, Faisalabad Campus Email: [email protected] ABSTRACT The study highlights the problems in teaching English grammar to the secondary school learners. The objectives of the study; to identify the various problems of teaching English grammar to secondary school students; to explore the ways and means for the improvement of the teaching of English grammar to secondary school students; to sort out the solutions for the problems that hinder in teaching English grammar to secondary school students. The researchers used the quantitative research method for the study and the study was descriptive in nature. All the secondary school English teachers in public schools are the population of the study in district Vehari. For the selection of sample, the researcher used the simple random sampling technique. The researchers adopt a standard questionnaire (Alam, 2005) and set the 9 sub-scale items for the research tool. For primary data collection, the researchers visited the sample personally and administered the questionnaire to the sample of the study as much as 150 secondary school teachers. Statistical techniques of percentage, mean score and standard deviation used for getting the results. Findings of the study concluded that teachers who teach English to the secondary school students are not fully satisfied with their teaching of English grammar that’s because they have no specialization in English language. On the other way, teachers are not trained to teach English grammar at secondary level. The study also revealed that from the use of audio lingual method English teachers can get better results. The teachers have perception that English grammar is not easy to teach. It may also be recommended that teachers have special trainings to motivate the secondary school students toward learning English grammar as well as English language. The study may recommend the teachers have motivation to prepare the grammar lesson before teaching to the secondary school students. 55 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Vol. 1 No. 1 January, 2017

Key words: Teaching grammar, English learners and Secondary level.

INTRODUCTION The teaching and learning in any language is indispensable for the improvement of human mind. Through a language there comes new thinking and novel ideas. Human beings are learning new ideas, new words and new things through language in everyday life. Now he has discovered and going to discover the Moon, Mars and other planets and further making efforts to get plenty of knowledge. According to Commission on National Education (1959) proposed in the child a desire to learn give him the tools of learning i.e. the inclusive and accurate use of language, and after that he will scarcely need anything to become a learned scholar. In fact, all the learning and progress are possible through languages. The commission on National Education (1959) witnessed that English will be continue as the effective means for international communication across the world and English is an appropriate source of information on the up-to-date development in the field of technology and science. Consequently, it is the need of time that all educated people in the country should have brief knowledge of English language. It is also observed in the previous policies that English is playing a vital and significant role in communication across the world and a vibrant source of information in this modern era of science and technology. Government is emphasis on the learning of English in the public institutions. So that all the educated persons become well versed in English language. It is need of the time to restore the teaching of accurate and correct English especially English grammar as essential skills through which all writing skills whether creative or not must be expressed in appropriate way. The learners of English language do need to learn the basic grammatical rules English language as well as the practice of good communication skills in the language. According to Ellis (1993) if they do not make focus on the learning of grammar rules, they will never be able to express their ideas and thoughts precisely and accurately. The learners have to focus on the reading and listening skills to understand what other people, have to say. Perhaps grammatical knowledge of any language is more significant for a foreign language learner than to a native of the language. It is because in acquiring language the native of the language has naturally internalized the grammar of the same language whereas the foreign language learner deliberately makes an effort to master the features of language which account for grammatical purposes. Therefore, it is necessary for us, to learn the grammar of the English language. According to Eun (2010) in grammar teaching using audio visual aids and authentic materials comes to the inference that grammar is no longer tedious, but interesting and dynamic when authentic materials are used to grammar teaching. All of the activities within the classroom, 56 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Vol. 1 No. 1 January, 2017

using authentic materials and giving learners particular tasks to execute to complete the same tasks. This can be a very significant experience for learners. It is observed that learners gain greater confidence in using the English language during activities within the classroom. Language activities bring learners’ experiences into the class by focusing on four integrated language skills. Objective of the study The basic objectives of the present study are in the following lines; 1. To identify the various problems of teaching English grammar to secondary school students. 2. To explore the ways and means for the improvement of the teaching of English grammar to secondary school students. 3. To sort out the solutions for the problems that hinder in teaching English grammar to secondary school students. Research Questions 1. What are the various problems of English grammar teaching to the secondary school students? 2. What are the ways and means for the improvement of the English grammar teaching to secondary school students? 3. What are the solutions of the problems that hinder in English grammar teaching to the secondary school students? REVIEW OF LITERATURE Different scholars and different linguists described grammar in their own ways, especially English grammar. One of definition of grammar is in Oxford Dictionary of English Grammar is, the whole system of a language, including its morphology, syntax, phonology and semantics (Chalker & Weiner, 1994). There are many definitions that are frequently used in grammar including the structural rules of a language but exclude its vocabulary, semantics and phonology. Whether definitions of language grammar outline the organizational and structural aspects or whether it also insures semantically the functions of a language be determined by strongly from the particular view of experts on language. In studying a language, the word grammar is used in the sense of a book that comprises rules of language. In other words, it can be used as an entity’s application of language rules. A famous dictionary of The Longman Dictionary of Contemporary English delineates the word grammar as the rules of language by which words changed their formation and then combined into sentences. According to Batstone (1994) grammar has multi-meanings and multi-dimensional in

57 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Vol. 1 No. 1 January, 2017

its nature. The general conception about grammar is a set of constructive rules that makes combining words into sentence form. Brumfit and Johnson (1979) mentioned under the sun on earth, there exist no language that is without grammar and he also expounds the significance of grammar by saying that without the appropriate knowledge of grammar of a language, millions of the language words become impractical because these cannot be put into comprehensive and meaningful orders without grammar. In a language, grammar provides a set of rules for the structure of the language. The students do not like the teaching of grammar and wherever the term ‘grammar’ is used; they feel annoy because of their disliking for it. The above mention concepts become established in learners’ minds that grammar of any language is something like a tedious and boring thing. The basic motive for their disliking is very vibrant that grammar of a language is such a subject that rarely taught in an exciting way within the classrooms and teachers make no efforts to stir up the dormant faculties of student to do something creative that is associated with grammar. According to Crystal’s (1985) view grammar is a study of arranging words in their component pieces combine to form comprehensive sentences. The above mentioned definition entails that the learner of a language has certain familiarity of grammar but on an insensible as well as at surface level. According to Brumfit and Johnson (1979) the chief point regarding grammar, in institutions the study of grammar is neither necessary nor adequate for learning to use a language in its true spirit but it has its own importance in language. It can be affirmed that grammar teaching has its own significant place and value in the overall organization of language teaching in the institutions. It is observed that any language cannot be learned appropriately without implicit and explicit awareness of grammar of the same language. The responsibility of a language teacher is not only to teach grammar according to rules and regulations but to include it into the communication process of everyday life and make it accustomed to the learners. The language scholars or linguists can make no argumentative remarks on this point whether grammar teaching occur or not. Definitely, it should be taught to the learners. There raises a question that fulfill the needs of contemporary classrooms is that what is the finest method of grammar teaching in the institutions? Actually when we teach tenses of a language, we impart grammar of the language in question. According to Ur (1996) grammar is the study through which words of a language are put together to form accurate sentences. Further Radford (2003) enhances the idea that grammar studies the rules and principles that govern the construction and elucidation of words and sequence of phrases and sentences. Grammar is a logical investigation of language toward systematic proceeding of accurate sentences. It is observed that grammar is usually categorized into syntax and morphology (Crystal, 1985).

58 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Vol. 1 No. 1 January, 2017

There is prevailing a perception regarding English grammar that grammar is an abstract idea in the human mind and it becomes concrete when a man uses a language. Grammar is something like an abstract idea in the LAD (Language Acquisition Device) that exist in the mind and this abstract idea turns to be concrete in its utilization. Furthermore, this is known as grammatical competency which means implicit perception toward the grammar of a language especially English. The native speakers of the language have inferred understanding of the language. On the other way, they are fully conscious of how to make and describe words, sentences and phrases in their own native language. However, man have no deliberate idea regarding the psychological procedures involved in the understanding and speaking of a language. Put differently, grammar of a language is a competence model for confident speaker of the language, competency and proficiency of language is reflected in schools, universities and intuitions. According to Radford’s (2003) view that are mentioned in his study if it properly pronounces whether any given sequence of phrases and words in a language is or is not grammatical, furthermore appropriately describes what explanations the relevant string in the sentence has. Presently, grammar has become a part of meaningful and comprehensive communication and now it is not being considered useless set of isolated rules (Ellis, 2006). In the history of language, the teaching process of grammar has been a perplexity and the learners have demonstrated diverse beliefs and dogmas toward the teaching of grammar. Many language scholars and linguists intensely proclaimed that teaching of grammar should be the main area in teaching of a language. The linguists have stated their views regarding the importance and significance of grammar in the general organization of language teaching. Other way side, there have been language scholars who think that teaching of a language in isolated of its grammar is a faulty way and the very method should be changed with the anti-grammar method of teaching that proclaims that natural disclosure is an appropriate way to teach grammar. The anti-grammar method is a method of teaching grammar and this movement of anti-grammar method reached to its climax in 1985 when National Council of Teachers (NCT) open a war against grammar teaching in isolation. The National Council of Teachers (NCT) passed a resolution that proscribed the teaching of grammar in isolation and confirmed it harmful for the language learners who are learning a language (Wang, 2010). The above mentioned argument has initiated a deal of misunderstanding among the language instructors and language instructors do not have the clear picture regarding grammar whether they should teach grammar or not. The language teachers are in the state of confusion and not in a position to decide finest method of grammar teaching. When they teach grammar in a disorganized manner, the results are also making misunderstanding among students. The attitude of the language learners towards learning of grammar is chaotic. Majority of the students do not like to learn grammar and they have perception that their time and energy is being misused on a worthless issue. While some of the language experts and language teachers’ demonstration half-

59 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Vol. 1 No. 1 January, 2017

done interest in the learning of grammar. They look it as an indispensable evil for which they have no remedial measures. Tense in English language is a matter of diversity that is the altering of the shape of a verb by addition or not adding a morpheme in the language. It would be endured in mind that "tense" and "time” are not to be viewed as identical in English language. According to Graver (1986) the specific word "tense" is used to denote to a form of verb, not to sequential period of time. In English language, main verbs are used to mention the aspects (simple, continuous or perfect) of an event or action happened in the society. To various linguists, directorially speaking, there are two core tenses in every language: Past and present. Future tense is involved in the present tense. On contrary, a number of experts of language narrate that there are mainly three tenses in English language: Past, present and future. There are several difficulties as well as hurdles in the way of using English language because of the native or first language intervention and prevailing distinctions in a diverse and different way. The selection of the forms of verb i.e. simple, continuous, perfect made by English language native speakers depends on other social and cultural factors, not only on a inflexible set of grammar rules and regulations. For second language learners, it appears to be fairly tough and hard to become capable to make the appropriate usage of language for suitable situations. According to Hall (1998) as cited by Ilin, Kutlu and Kutluay (2013) in their study that teaching German grammar through computers concludes that, “In many ways, the computer is the ideal tool to help foreign language students to overcome their grammar deficiencies. Deductive and inductive methods are used in the teaching of English grammar according to situation for the learning of students. The words inductive and deductive methods refer to the idea that these are quiet related in relation how grammar is attainable, manageable and accessible to the English learners. By using deductive method, the English teachers first introduce the rule to the learners and then apply the rule with some examples. Then teacher assign the activities to the learners to make sentences by using the very rule. Moreover, the clear knowledge and information helps in providing a foundation for skillful drill to amalgamate and to take on internalize the grammar rules. Due to an inductive method, a language instructor can study a grammatical phenomenon within the classroom. The above mentioned method followed by activity and assignment that provide assistance to the learners to make simplifications in the teaching of language and grammar. RESEARCH METHODOLOGY The researcher used quantitative research method for the study. In the present study, the researcher adopted the survey approach in the study. The purpose of survey research, according to Ezeani (1998), is to collect ample and factual information that describes existing phenomenon. It 60 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Vol. 1 No. 1 January, 2017

contained itself with the present phenomena in terms of process, trends, beliefs, conditions or practices. The researcher might choose to use quantitative surveys to get data or to engage in a descriptive survey study of the current situation. Yet, a researcher decides to approach the problem situation; the problem in the existing situation will determine the method (Bryman, 1984). According to Hartas (2010) there are three conditions which are necessary to make the survey research: respondents’ ability, understanding, and willingness. The present study was a survey research, and is conducted in District Vehari. According to Gay, Mills and Airasian (2008) a survey is a research apparatus to collect data that designates one or more features of a specific population. In the present study, a survey research conducted to collect data from the secondary school English teachers in district Vehari. Population of the current study was comprised all the secondary school English teachers in public schools in Vehari district. The researchers took sample from the said population in Vehari district. Gay, Mills, and Airasian (2008, p.125) prescribed a sample of 5% if the population size is around 1,500 individuals. So, for the present study 150 secondary school teachers of district Vehari were taken as sample, researchers used the simple random sampling technique for the selection of the sample. As the study was quantitative in method and survey in nature therefore a questionnaire for teachers was used to gather data from the sample of the study. According to Hartas (2010, p. 261) questionnaires are the most broadly used method for data collection in survey researches. A questionnaire was adopted from the study of Alam (2005) with necessary modification and bit changes in the research tool. The present questionnaire was developed on three point likert scale. Primary and essential data collection is most suitable for descriptive survey study (Mawoli, Babandako, 2011). The researcher used the questionnaire for secondary school English teachers as research instrument for data collection. The researcher personally visited the sample of the study and administered the questionnaire to the sample of the study. The sample of the study was thoroughly briefed about the procedure of filling the questionnaire for secondary school English teachers. ANALYSIS AND INTERPRETATION OF DATA The study was aimed at analyzing the problems in teaching grammar to English learners at secondary level. The researcher collected data for the study through a questionnaire, and then it was tabulated, analyzed and interpreted in the light of the given objectives of the study. Table 1 Perceptions of Teachers toward the problems of teaching English grammar Item No.

Statement

Responses

Frequency Mean

SD

61 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

1

2

3

4

5

6

7

8

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Are you in favor of teaching of English to secondary school students? Are you satisfied with the teaching of English grammar to secondary school students in your school? Do you think specialization in English is must for an English teacher? Are you a trained teacher of English?

Books on grammar teaching methods are available?

These books on grammar teaching methods are useful in our situation?

Do you know the methodology of teaching English grammar?

Do you know Grammar-Translation method?

9

Do you use Grammar-Translation method?

10

Are you in favor of GrammarTranslation method of teaching English grammar to secondary school students?

11 12

Do you know Audio Lingual method? Do you use Audio-Lingual method?

No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No

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54 19

2.14

0.92

1.99

0.67

2.60

0.63

2.12

0.5

1.65

0.83

2.48

0.79

2.56

0.68

2.72

0.57

2.77

0.57

2.75

0.63

19

2.43

0.81

98 79

1.56

0.64

77 33 87 28 12 34 104 11 109 30 88 25 37 29 19 102 18 28 104 11 19 120 13 7 130 17 1 132 33

62 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

13

14

15

16

17

18

19

20

21

22

23

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Are you in favor of Audio Lingual method of teaching English grammar to secondary school students? Are A. V. aids beneficial in the teaching of English grammar? Do you use A. V. aids to teach English grammar to secondary school students? Are you teaching over crowded classes?

Do you think over-crowding affects the teaching of English grammar?

Are you satisfied with the grammar in the textbooks?

Do you know the grammatical items to be taught?

Do you know the sequence of grammatical items to be taught?

Is grammar easy to teach?

Do the students show a keen interest in the learning of English grammar? Do you teach grammar regularly?

To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent Yes No To some extent

Vol. 1 No. 1 January, 2017

58 13 93 44

1.46

0.64

2.81

0.56

1.42

0.56

2.91

0.38

2.83

0.51

2.16

0.51

2.37

0.72

2.5

0.70

1.60

0.84

1.3

0.47

1.34

0.63

13 13 2 135 91 53 6 5 3 142 10 4 136 10 106 34 23 47 80 20 23 107 97 16 37 107 41 2 112 25

63 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

24

25

26

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Do you have a full preparation before teaching English grammar?

Is grammar easy to assess?

Are grammar questions easy to set and correct?

Yes No To some extent Yes No To some extent Yes No To some extent Yes

Vol. 1 No. 1 January, 2017

13 17 101

2.10

0.56

2.04

0.72

1.65

0.76

32 37 68 45 77 46 27

In item 1 the statement is, “Are you in favor of teaching of English to secondary school students?” The mean score 2.14 and standard deviation 0.92 for the above statement shows majority of the respondents (77) are in favor of teaching of English to secondary school students while 54 secondary school English teachers are not in a favor of teaching English to secondary school students. Furthermore, 19 respondents having the view that they are in favor of teaching English to the secondary school students to some extent. In item 2 the statement is, “Are you satisfied with the teaching of English grammar to secondary school students in your school?” The mean score 1.99 and standard deviation 0.67 shows majority of the respondents (87) have the view that they are satisfied to some extent with the teaching of English grammar to secondary school students in their school. In item 3 the statement is, “Do you think specialization in English is must for an English teacher?” The mean score 2.60 and standard deviation 0.63 for the above statement shows majority of the respondents (104) have the opinion that English teachers must have specialization in the subject of English. In item 4 the statement is, “Are you a trained teacher of English?” The mean score 2.12 and standard deviation 0.5 show majority of the respondents (109) are not sure that English teachers are trained teachers. In spite of this, English teachers have the opinion that they are trained in the subject of English to some extent. In item 5 the statement is, “Books on grammar teaching methods are available?” The mean score 1.65 and standard deviation 0.83 for the above statement reveals majority of the respondents (88) show that books on grammar teaching methods are not available while 37 secondary school English teachers have the view that books on grammar teaching methods are available.

64 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Vol. 1 No. 1 January, 2017

In item 6 the statement is, “These books on grammar teaching methods are useful in our situation?” The mean score 2.48 and standard deviation 0.79 display majority of the respondents (102) have view that books on grammar teaching methods are useful addition in our situation. In item 7 the statement is, “Do you know the methodology of teaching English grammar?” The mean score 2.56 and standard deviation 0.68 show majority of the English teachers’ (104) having the view that they know about the methodology of teaching English grammar. In item 8 the statement is, “Do you know Grammar-Translation method?” The mean score 2.72 and standard deviation 0.57 reveals the majority of the respondents (120) responded that they know about the grammar translation method because mostly they teach through grammar translation method in the English class. In item 9 the statement is, “Do you use Grammar-Translation method?” The mean score 2.77 and standard deviation 0.57 indicate majority of the English teachers (130) responded to the statement that they use grammar translation method for the teaching of grammar in the class. In item 10 the statement is, “Are you in favor of Grammar-Translation method of teaching English grammar to secondary school students?” The mean score 2.75 and standard deviation 0.63 for the above statement shows that majority of the respondents (132) are in the favor of grammar translation method of teaching English grammar to the secondary school students. In item 11 the statement is, “Do you know Audio Lingual method?” The mean score 2.43 and standard deviation 0.81 for the above statement shows that majority of the respondents (98) responded; they know the audio lingual method of teaching. In item 12 the statement is, “Do you use Audio-Lingual method?” The mean score 1.56 and standard deviation 0.64 show majority of the respondents (79) responded that they do not use audio lingual method of teaching but English teachers (58) have the view that they use audio lingual method to some extent in the English class. In item 13 the statement is, “Are you in favor of Audio Lingual method of teaching English grammar to secondary school students?” The mean score 1.46 and standard deviation 0.64 indicate majority of the respondents (93) are in the favor that they do not use audio lingual method of teaching English grammar to secondary school students. In item 14 the statement is, “Are A. V. aids beneficial in the teaching of English grammar?” The mean score 2.81 and standard deviation 0.56 for the above statement reveals majority of the respondents (135) think that audio visual aids are beneficial in the teaching of English grammar. In item 15 the statement is, “Do you use A. V. aids to teach English grammar to secondary school students?” The mean score 1.42 and standard deviation 0.56 for the above mention statement indicate majority of the respondents (91) have view that they do not use audio visual aids to teaching English grammar to secondary school student while English teachers (53) 65 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Vol. 1 No. 1 January, 2017

responded that they use audio visual aids to teach English grammar to some extent to the secondary school students. In item 16 the statement is, “Are you teaching over crowded classes?” The mean score 2.91 and standard deviation 0.38 for the above statement indicate almost all the respondents (142) having the view that they are teaching to the overcrowded classes. In item 17 the statement is, “Do you think over-crowding affects the teaching of English grammar?” The mean score 2.83 and standard deviation 0.51 for the above statement shows majority of the respondents (136) responded that they think overcrowded classes affect the teaching of English grammar in the classrooms. In item 18 the statement is, “Are you satisfied with the grammar in the textbooks?” For the above statement, the mean score 2.16 and standard deviation 0.51 indicate majority of the respondents (106) responded that they are to some extent satisfied with the grammar in the English textbooks at secondary level. In item 19 the statement is, “Do you know the grammatical items to be taught?” The mean score 2.37 and standard deviation 0.72 for the statement shows majority of the respondents (80) responded they know very well regarding the grammatical items to be taught to the secondary school student at secondary level. In item 20 the statement is, “Do you know the sequence of grammatical items to be taught?” The mean score 2.58 and standard deviation 0.70 for the above mentioned statement indicates majority of the secondary school English teachers (107) know the sequence of grammatical items to be taught to the secondary school students in the classrooms. In item 21 the statement is, “Is grammar easy to teach?” The mean score 1.60 and standard deviation 0.84 for the above statement reveals majority of the respondents (97) responded that grammar is not an easy task to teach the secondary school students. In item 22 the statement is, “Do the students show a keen interest in the learning of English grammar?” For the above statement, the mean score 1.3 and standard deviation 0.47 indicate majority of the respondents (107) view that students do not show keen interest in the learning of English grammar at secondary level. In item 23 the statement is, “Do you teach grammar regularly?” For the above statement, the mean score 1.34 and standard deviation 0.63 indicate majority of the respondents (112) having the view that they do not teach grammar on regular basis. In item 24 the statement is, “Do you have a full preparation before teaching English grammar?” For the above statement, the mean score 2.10 and standard deviation 0.56 shows majority of the respondents (101) having the view that they make preparation to some extent before teaching English grammar to the secondary students. 66 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Vol. 1 No. 1 January, 2017

In item 25 the statement is, “Is grammar easy to assess?” The mean score 2.04 and standard deviation 0.72 for the above statement show majority of the respondents (68) think that grammar is easy to assess to some extent while 45 respondents have the view that grammar is easy to assess. In item 26 the statement is, “Are grammar questions easy to set and correct?” The mean score 1.65 and standard deviation 0.76 for the above statement indicate majority of the English teachers (77) think grammar questions are not easy to set and correct while 46 respondents have the view that grammar questions are easy to set and correct to some extent. FINDINGS AND CONCLUSION The study concluded that the teaching of English grammar in public secondary schools facing various problems that is why the standard of teaching English in these public secondary schools is worsening now a day. On the basis of the findings of the study, the under mentioned conclusions were drawn: The study reveals that majority of the English teachers are not fully satisfied with their teaching of English grammar. That’s because they have no specialization in English language as well as in the subject of English. On the other way, English teachers are not trained to teach English grammar at secondary level; the study concluded that English teachers have not sufficient and appropriate books on grammar teaching methods. So, it is concluded that for English teachers, books on English grammar methods and on English teaching must be provided in the libraries of public schools. These books can become useful for English teachers. The study established that English teachers know about the teaching methods but most of the time they use grammar translation method in the classroom rather than audio lingual method. It is because from the use of audio lingual method English teachers can get better results. It is also concluded that overcrowded classes is a bigger problem for the English teachers. English teachers are teaching to the crowded classes and definitely over crowded class affect the teaching of English grammar badly. Majority of the teachers have the opinion that secondary school English books have no appropriate portion for grammar in the textbooks. It was also concluded that English teachers think that English grammar is not easy to teach. Through this research study it is also concluded that public secondary school students are not taking interest in the learning of English grammar. It is another problem for the secondary school teacher in the teaching of English grammar. They have only one period of 40 hours daily. So, they have no regular time for the teaching of English grammar to the secondary school students. It is also concluded that secondary school English teachers have required concentration and preparation for the teaching of English grammar at secondary level. RECOMMENDATIONS The study may recommend that there is a dire need of professional master trainers who conduct the English grammar training sessions with secondary school teachers. It may also be 67 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Vol. 1 No. 1 January, 2017

recommended that secondary school English teacher may provide with the books on English grammar teaching methods. It may also recommend to the stake holders in education, to lessen the saturation in the sections of secondary school (9th & 10th) classes. It may be recommended that secondary school English teachers have the motivation to prepare the grammar lesson before teaching to the secondary school students. REFERENCES Batstone, R. (1994). Grammar. Oxford: Oxford University Press. Brumfit, C. J., Johnson, K. (1979). The Communicative Approach to Language Teaching. Oxford: Oxford University Press. Bryman, A. (1984). The debate about quantitative and qualitative research: A question of method or epistemology. The British Journal of Sociology, 35, p.85. Chalker, S. & Weiner, E. (1994). Oxford Dictionary of English Grammar. New York: Oxford University Press. Cyrstal, D. (1985). An Encyclopedic Dictionary of Language and Languages. Oxford: Blackwell Publishers. Ellis, R. (1993). The structural syllabus and second language acquisition. TESOL Quarterly, 27, pp. 91-113. Eun J. (2010). Contextualizing grammar teaching using authentic materials. from http://www.fbcinc.com/e/LEARN/e/korean2010/presentations/

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Ezeani, S. I. (1998). Research methods: A realistic approach. Ibadan: Elohim publishers. Gardner, S. (2008). Changing approaches to teaching grammar. ELTED, 11, PP. 39-44. Gay, L. R., Mills, G. E., Airasian, P. W. (2008). Educational research: Competencies for analysis and applications 9th ed. Prentice Hall. Graver, B. D. (1986). Advanced English Practice. Oxford: Oxford University Press. Hall, C. (1998). Overcoming the grammar deficit: The role of information Technology in teaching German grammar to undergraduates. The Canadian Modern Language Review, 55(1), 41-60. Hartas, D. (2010). Educational research inquiry: Qualitative and quantitative approaches 2nd ed. New York: Continuum International Publishing Group. 68 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

ISSN: 2520-0143 (Online)

Asian Innovative Journal of Social Sciences & Humanities (AIJSSH)

Vol. 1 No. 1 January, 2017

Ilin, G., Kutlu, O. and Kutluay, A. (2013). An Action research: Using videos for teaching grammar in an ESP class. Procedia – Social and Behavioural Sciences, 70, 272-281. Mawoli, M. A., Babandako, A. Y. (2011). An evaluation of staff motivation, dissatisfaction and job performance in an academic setting. Australian Journal of Business and Management Research, Vol. 1(9), p.1-13. Pietila K. (2009). Bringing real life English into foreign language classrooms: Language learners’ views on the use of authentic and artificial materials in the ELL classrooms. Retrieved ttps://jyx.jyu.fi/dspace/bitstream/handle/123456789/20965/pietila_katri.pdf Radford, A. (2003). Syntax. Cambridge: Cambridge University Press. Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press. Vannestal, M. E. (2008). Corpora in grammar teaching: towards higher motivation, deeper understanding and more solid proficiency in English grammar. Retrieved from http://hdl.handle.net/2077/18136 on March 18, 2012. Wang, S. (2010). The significance of English grammar to middle school students in China. Journal of Language Teaching and Research, 1(3), 313-319. National Education Policies of English Teaching in Pakistan, Sharif Commission, 1959, Implementation, 1980. P. 27

69 | P a g e Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.

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