I conducted a study on teaching grammar in English classes for grades 4-6 in primary schools in Sweden. I noticed that there was a lack of research in this area, so I wanted to increase our knowledge about teaching strategies and learning theories used by English teachers. I focused on the relationship between English grammar and the use of Swedish language, and I used sociocultural theory as the basis of the study because I believe that collaborative learning is important. To gather data, I conducted semi-structured interviews with primary school teachers who are currently teaching or have taught grades 4-6 in different municipalities in Sweden. I used a qualitative methodological perspective, and the empirical study was based on the interviews. My study showed that the English teachers in my sample used a variety of teaching strategies to teach grammar in English. They relied on textbooks, digital tools, repetition tasks, and other methods. Many of the teachers based their teaching on best practices, and it was clear from their statements that sociocultural theory was important to their approach. Interestingly, my study didn't find that Swedish language played a significant role in English lessons except for grammar questions in English. Lastly, I found that teachers mainly assessed students' grammar knowledge through oral and written tasks rather than formal grammar tests.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:du-46376 |
| Date | January 2023 |
| Creators | Aldeeb, Louai |
| Publisher | Högskolan Dalarna, Institutionen för lärarutbildning |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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