A PROSED MODWL FOR TEACHING GRAMMAR AT THE SECONDARY STAGE

Abstract

This study aimed at developing a model for teaching grammar at the secondary stage in Egypt (Chapter IV). Insights for this model were derived from the literature on grammar theory and practice, as well as second language acquisition research (Chapter II). The proposed model also drew on the results of applying the Measure specifically constructed for evaluating the currently used grammar component within the framework of the prescribed textbook series Excel in English, as well as the results of observing 84 classes where the prescribed grammar was being taught (Chapter IV).

The criteria constituting the Measure used for evaluation were partly derived from a number of principles for teaching and learning grammar. The relevant literature on textbook evaluation and the investigation of the secondary stage in Egypt also provided some criteria for evaluation. The major finding of the application of the Measure was that the objectives and content of the grammar component of the investigated textbook series do not conform to the Syllabus Document of the Ministry of Education (1993).

The Observation Checklist used revealed a number of significant findings which served in the development of the model. Among the major findings were teacher domination and lack of teachers'. management skills, especially pacing.

The proposed model for teaching grammar at the secondary stage incorporates five major interrelated parameters: approach, objective, content, methodology and

evaluation. Each parameter is fully described and illustrated (Refer to the flowchart in Chapter V). Following the major orientation and the parameters of