Open AccessLiteracy Teaching: How Much Grammar Is Required in Writing as an Expressive Skill?
Author(s) -
Oluwayomi S. Oladunjoye
Publication year - 2019
Publication title -
study in english language teaching
Language(s) - English
Resource type - Journals
eISSN - 2372-9740
pISSN - 2329-311X
DOI - 10.22158/selt.v2n4p420
Subject(s) - grammar , test (biology) , mathematics education , literacy , relevance (law) , psychology , computer science , linguistics , pedagogy , paleontology , philosophy , political science , law , biology
This paper is a one hypothesis research that investigates the perception of teachers on the effect of grammar on the expressive or productive skill of writing to provide a good platform for literacy teaching. One hundred undergraduates and post-graduates participants—50 each—were given a fifteen-item questionnaire to show their opinion on the relevance of grammar to the teaching of continuous writing. The hypothesis tested at 0.05 level of significance was rejected. Obtaining a mean score of 2.93 above the undergraduate students’ 1.92 in the t-test of the data collected, the findings show that the post-graduate students believe grammar is an essential part of good writing. The researcher consequently suggests ways of slicing up grammar teaching for better performance in writing.