IMPACT OF TEACHING GRAMMAR THROUGH ACTIVITIES TO IRAQI EFL PUPILS AND ATTITUDE OF TEACHERS TOWARDS ACTIVITIES

Abstract

The theoretical knowledge of grammar often leads children to a better understanding of sentence structures. If they know the grammatical rules, they are able to construct correct sentences by applying the rules although it is a slow and tedious process. However, repeated recall of grammatical rules speeds up the process and eventually, it becomes smooth and natural. Learning the rules of grammar happens to be a mechanical and dull activity especially in primary classes. The researcher thought that if grammar is taught through activities, it may lead to incidental learning. Pupils enjoy activities and get involved in them. Hence, the researcher conducted an experiment on 60 pupils studying in preparatory school in a classroom situation. The two group designs were adopted: control group and experimental group. The control group (30) was taught grammar using conventional methods while experimental group (30) was engaged in activities through which certain specific grammatical concepts were introduced. A test was administered at the end of the program and the results of the two groups were compared statistically.  The experimental group performed far better than the control group. It can be concluded on the basis of the study that pupils in preparatory school enjoy grammar activities in a classroom and learn elements of grammar through the activities incidentally. Designing grammar activities is an effective way of teaching grammar.