Open AccessRethinking of Self-monitoring and Self-response in Teaching Grammar Knowledge to Iranian ELT Teachers
Author(s) -
Gholam-Reza Parvizi,
Alireza Kargar
Publication year - 2019
Publication title -
world journal of english language
Language(s) - English
Resource type - Journals
eISSN - 1925-0711
pISSN - 1925-0703
DOI - 10.5430/wjel.v9n2p38
Subject(s) - grammar , computer science , english grammar , mathematics education , subject (documents) , language education , linguistics , psychology , world wide web , philosophy
In the present days, learning and teaching researchers have emphasized the charge which teachers, tutors, and trainers’ constraint knowledge treat in re-sizing and trimming what they perform in educational space. Regarding English language as a subject to teaching, although the prominence of instructor knowledge about language grammar has also been stressed, but the lack of empirical insight into the relationship between teachers’ self-monitoring of grammar knowledge and self- response have been observed. With particular attention to the grammar, this article indicates and discusses information obtained from self – feedback and conversing to teachers of a kind who backwash the issue. The result of the study indicates that enabling teachers to progress and maintain a logical and realistic awareness of their knowledge about the grammar have to be prominent goal for teacher’s education and development programs. Keywords: grammar knowledge, self-monitoring, self-response, teaching grammar, language teaching programs.