Problems in Teaching Grammar To English Learners at Secondary Level

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Problems in Teaching Grammar to English Learners at Secondary Level
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ISSN: 2520-0143 (Online) Asian Innovative Journal of Social Sciences & Humanities (AIJSSH) Vol. 1 No. 1
January, 2017
PROBLEMS IN TEACHING GRAMMAR TO ENGLISH LEARNERS AT

SECONDARY LEVEL
Muhammad Javed Iqbal
M. Phil (Applied Linguistics)
The University of Lahore, Pakpattan Campus
Email: javed.786707@yahoo.com
Munir Akbar
M.Phil Education (Scholar)
UAF- Sub Campus Burewala Vehari
Email: munirvr163@gmail.com
Dr. Mushtaq Ahmad

Head of Department (English)
Riphah International University, Faisalabad Campus
Email: mushtaqgohar@gmail.com
ABSTRACT
The study highlights the problems in teaching English grammar to the secondary school
learners. The objectives of the study; to identify the various problems of teaching English grammar
to secondary school students; to explore the ways and means for the improvement of the teaching
of English grammar to secondary school students; to sort out the solutions for the problems that
hinder in teaching English grammar to secondary school students. The researchers used the
quantitative research method for the study and the study was descriptive in nature. All the
secondary school English teachers in public schools are the population of the study in district
Vehari. For the selection of sample, the researcher used the simple random sampling technique.
The researchers adopt a standard questionnaire (Alam, 2005) and set the 9 sub-scale items for the
research tool. For primary data collection, the researchers visited the sample personally and
administered the questionnaire to the sample of the study as much as 150 secondary school
teachers. Statistical techniques of percentage, mean score and standard deviation used for getting
the results. Findings of the study concluded that teachers who teach English to the secondary
school students are not fully satisfied with their teaching of English grammar that’s because they
have no specialization in English language. On the other way, teachers are not trained to teach
English grammar at secondary level. The study also revealed that from the use of audio lingual
method English teachers can get better results. The teachers have perception that English grammar
is not easy to teach. It may also be recommended that teachers have special trainings to motivate
the secondary school students toward learning English grammar as well as English language. The
study may recommend the teachers have motivation to prepare the grammar lesson before teaching
to the secondary school students.
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Iqbal, M. J., Akbar, M. & Ahmad, M. (2017). Problems in Teaching Grammar to English Learners at
Secondary Level. Asian Innovative Journal of Social Sciences and Humanities, 1(1), 55-69.
January, 2017
Key words: Teaching grammar, English learners and Secondary level.
INTRODUCTION
The teaching and learning in any language is indispensable for the improvement of human
mind. Through a language there comes new thinking and novel ideas. Human beings are learning
new ideas, new words and new things through language in everyday life. Now he has discovered
and going to discover the Moon, Mars and other planets and further making efforts to get plenty
of knowledge. According to Commission on National Education (1959) proposed in the child a
desire to learn give him the tools of learning i.e. the inclusive and accurate use of language, and
after that he will scarcely need anything to become a learned scholar. In fact, all the learning and
progress are possible through languages.
The commission on National Education (1959) witnessed that English will be continue as
the effective means for international communication across the world and English is an appropriate
source of information on the up-to-date development in the field of technology and science.
Consequently, it is the need of time that all educated people in the country should have brief
knowledge of English language.
It is also observed in the previous policies that English is playing a vital and significant
role in communication across the world and a vibrant source of information in this modern era of
science and technology. Government is emphasis on the learning of English in the public
institutions. So that all the educated persons become well versed in English language. It is need of
the time to restore the teaching of accurate and correct English especially English grammar as
essential skills through which all writing skills whether creative or not must be expressed in
appropriate way.
The learners of English language do need to learn the basic grammatical rules English
language as well as the practice of good communication skills in the language. According to Ellis
(1993) if they do not make focus on the learning of grammar rules, they will never be able to
express their ideas and thoughts precisely and accurately. The learners have to focus on the reading
and listening skills to understand what other people, have to say.
Perhaps grammatical knowledge of any language is more significant for a foreign language
learner than to a native of the language. It is because in acquiring language the native of the
language has naturally internalized the grammar of the same language whereas the foreign
language learner deliberately makes an effort to master the features of language which account for
grammatical purposes. Therefore, it is necessary for us, to learn the grammar of the English
language.
According to Eun (2010) in grammar teaching using audio visual aids and authentic
materials comes to the inference that grammar is no longer tedious, but interesting and dynamic
when authentic materials are used to grammar teaching. All of the activities within the classroom,
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using authentic materials and giving learners particular tasks to execute to complete the same tasks.
This can be a very significant experience for learners. It is observed that learners gain greater
confidence in using the English language during activities within the classroom. Language
activities bring learners’ experiences into the class by focusing on four integrated language skills.
Objective of the study
The basic objectives of the present study are in the following lines;
1. To identify the various problems of teaching English grammar to secondary school

students.
2. To explore the ways and means for the improvement of the teaching of English grammar
to secondary school students.
3. To sort out the solutions for the problems that hinder in teaching English grammar to
secondary school students.
Research Questions
1. What are the various problems of English grammar teaching to the secondary school
students?
2. What are the ways and means for the improvement of the English grammar teaching to
secondary school students?
3. What are the solutions of the problems that hinder in English grammar teaching to the
secondary school students?
REVIEW OF LITERATURE
Different scholars and different linguists described grammar in their own ways, especially
English grammar. One of definition of grammar is in Oxford Dictionary of English Grammar is,
the whole system of a language, including its morphology, syntax, phonology and semantics
(Chalker & Weiner, 1994). There are many definitions that are frequently used in grammar
including the structural rules of a language but exclude its vocabulary, semantics and phonology.
Whether definitions of language grammar outline the organizational and structural aspects or
whether it also insures semantically the functions of a language be determined by strongly from
the particular view of experts on language.
In studying a language, the word grammar is used in the sense of a book that comprises
rules of language. In other words, it can be used as an entity’s application of language rules. A
famous dictionary of The Longman Dictionary of Contemporary English delineates the word
grammar as the rules of language by which words changed their formation and then combined into
sentences. According to Batstone (1994) grammar has multi-meanings and multi-dimensional in
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its nature. The general conception about grammar is a set of constructive rules that makes
combining words into sentence form.
Brumfit and Johnson (1979) mentioned under the sun on earth, there exist no language that
is without grammar and he also expounds the significance of grammar by saying that without the
appropriate knowledge of grammar of a language, millions of the language words become
impractical because these cannot be put into comprehensive and meaningful orders without
grammar.
In a language, grammar provides a set of rules for the structure of the language. The
students do not like the teaching of grammar and wherever the term ‘grammar’ is used; they feel
annoy because of their disliking for it. The above mention concepts become established in learners’
minds that grammar of any language is something like a tedious and boring thing. The basic
motive for their disliking is very vibrant that grammar of a language is such a subject that rarely
taught in an exciting way within the classrooms and teachers make no efforts to stir up the dormant
faculties of student to do something creative that is associated with grammar.
According to Crystal’s (1985) view grammar is a study of arranging words in their

component pieces combine to form comprehensive sentences. The above mentioned definition
entails that the learner of a language has certain familiarity of grammar but on an insensible as
well as at surface level. According to Brumfit and Johnson (1979) the chief point regarding
grammar, in institutions the study of grammar is neither necessary nor adequate for learning to use
a language in its true spirit but it has its own importance in language.
It can be affirmed that grammar teaching has its own significant place and value in the
overall organization of language teaching in the institutions. It is observed that any language
cannot be learned appropriately without implicit and explicit awareness of grammar of the same
language. The responsibility of a language teacher is not only to teach grammar according to rules
and regulations but to include it into the communication process of everyday life and make it
accustomed to the learners. The language scholars or linguists can make no argumentative remarks
on this point whether grammar teaching occur or not. Definitely, it should be taught to the learners.
There raises a question that fulfill the needs of contemporary classrooms is that what is the finest
method of grammar teaching in the institutions?
Actually when we teach tenses of a language, we impart grammar of the language in

question. According to Ur (1996) grammar is the study through which words of a language are put
together to form accurate sentences. Further Radford (2003) enhances the idea that grammar
studies the rules and principles that govern the construction and elucidation of words and sequence
of phrases and sentences. Grammar is a logical investigation of language toward systematic
proceeding of accurate sentences. It is observed that grammar is usually categorized into syntax
and morphology (Crystal, 1985).
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There is prevailing a perception regarding English grammar that grammar is an abstract

idea in the human mind and it becomes concrete when a man uses a language. Grammar is
something like an abstract idea in the LAD (Language Acquisition Device) that exist in the mind
and this abstract idea turns to be concrete in its utilization. Furthermore, this is known as
grammatical competency which means implicit perception toward the grammar of a language
especially English. The native speakers of the language have inferred understanding of the
language. On the other way, they are fully conscious of how to make and describe words, sentences
and phrases in their own native language. However, man have no deliberate idea regarding the
psychological procedures involved in the understanding and speaking of a language.
Put differently, grammar of a language is a competence model for confident speaker of the
language, competency and proficiency of language is reflected in schools, universities and
intuitions. According to Radford’s (2003) view that are mentioned in his study if it properly
pronounces whether any given sequence of phrases and words in a language is or is not
grammatical, furthermore appropriately describes what explanations the relevant string in the
sentence has. Presently, grammar has become a part of meaningful and comprehensive
communication and now it is not being considered useless set of isolated rules (Ellis, 2006).
In the history of language, the teaching process of grammar has been a perplexity and the
learners have demonstrated diverse beliefs and dogmas toward the teaching of grammar. Many
language scholars and linguists intensely proclaimed that teaching of grammar should be the main
area in teaching of a language. The linguists have stated their views regarding the importance and
significance of grammar in the general organization of language teaching. Other way side, there
have been language scholars who think that teaching of a language in isolated of its grammar is a
faulty way and the very method should be changed with the anti-grammar method of teaching that
proclaims that natural disclosure is an appropriate way to teach grammar. The anti-grammar
method is a method of teaching grammar and this movement of anti-grammar method reached to
its climax in 1985 when National Council of Teachers (NCT) open a war against grammar teaching
in isolation. The National Council of Teachers (NCT) passed a resolution that proscribed the
teaching of grammar in isolation and confirmed it harmful for the language learners who are
learning a language (Wang, 2010).
The above mentioned argument has initiated a deal of misunderstanding among the
language instructors and language instructors do not have the clear picture regarding grammar
whether they should teach grammar or not. The language teachers are in the state of confusion and
not in a position to decide finest method of grammar teaching. When they teach grammar in a
disorganized manner, the results are also making misunderstanding among students. The attitude
of the language learners towards learning of grammar is chaotic. Majority of the students do not
like to learn grammar and they have perception that their time and energy is being misused on a
worthless issue. While some of the language experts and language teachers’ demonstration half-
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done interest in the learning of grammar. They look it as an indispensable evil for which they have
no remedial measures.
Tense in English language is a matter of diversity that is the altering of the shape of a verb
by addition or not adding a morpheme in the language. It would be endured in mind that "tense"
and "time” are not to be viewed as identical in English language. According to Graver (1986) the
specific word "tense" is used to denote to a form of verb, not to sequential period of time. In
English language, main verbs are used to mention the aspects (simple, continuous or perfect) of
an event or action happened in the society. To various linguists, directorially speaking, there are
two core tenses in every language: Past and present. Future tense is involved in the present tense.
On contrary, a number of experts of language narrate that there are mainly three tenses in English
language: Past, present and future.
There are several difficulties as well as hurdles in the way of using English language
because of the native or first language intervention and prevailing distinctions in a diverse and
different way.
The selection of the forms of verb i.e. simple, continuous, perfect made by English
language native speakers depends on other social and cultural factors, not only on a inflexible set
of grammar rules and regulations. For second language learners, it appears to be fairly tough and
hard to become capable to make the appropriate usage of language for suitable situations.
According to Hall (1998) as cited by Ilin, Kutlu and Kutluay (2013) in their study that teaching
German grammar through computers concludes that, “In many ways, the computer is the ideal tool
to help foreign language students to overcome their grammar deficiencies.
Deductive and inductive methods are used in the teaching of English grammar according
to situation for the learning of students. The words inductive and deductive methods refer to the
idea that these are quiet related in relation how grammar is attainable, manageable and accessible
to the English learners. By using deductive method, the English teachers first introduce the rule
to the learners and then apply the rule with some examples. Then teacher assign the activities to
the learners to make sentences by using the very rule. Moreover, the clear knowledge and
information helps in providing a foundation for skillful drill to amalgamate and to take on
internalize the grammar rules. Due to an inductive method, a language instructor can study a
grammatical phenomenon within the classroom. The above mentioned method followed by
activity and assignment that provide assistance to the learners to make simplifications in the
teaching of language and grammar.
RESEARCH METHODOLOGY
The researcher used quantitative research method for the study. In the present study, the
researcher adopted the survey approach in the study. The purpose of survey research, according to
Ezeani (1998), is to collect ample and factual information that describes existing phenomenon. It
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contained itself with the present phenomena in terms of process, trends, beliefs, conditions or
practices. The researcher might choose to use quantitative surveys to get data or to engage in a
descriptive survey study of the current situation. Yet, a researcher decides to approach the problem
situation; the problem in the existing situation will determine the method (Bryman, 1984).
According to Hartas (2010) there are three conditions which are necessary to make the
survey research: respondents’ ability, understanding, and willingness. The present study was a
survey research, and is conducted in District Vehari. According to Gay, Mills and Airasian (2008)
a survey is a research apparatus to collect data that designates one or more features of a specific
population. In the present study, a survey research conducted to collect data from the secondary
school English teachers in district Vehari.
Population of the current study was comprised all the secondary school English teachers in
public schools in Vehari district. The researchers took sample from the said population in Vehari
district. Gay, Mills, and Airasian (2008, p.125) prescribed a sample of 5% if the population size is
around 1,500 individuals. So, for the present study 150 secondary school teachers of district Vehari
were taken as sample, researchers used the simple random sampling technique for the selection of
the sample.
As the study was quantitative in method and survey in nature therefore a questionnaire for
teachers was used to gather data from the sample of the study. According to Hartas (2010, p. 261)
questionnaires are the most broadly used method for data collection in survey researches. A
questionnaire was adopted from the study of Alam (2005) with necessary modification and bit
changes in the research tool. The present questionnaire was developed on three point likert scale.
Primary and essential data collection is most suitable for descriptive survey study (Mawoli,
Babandako, 2011). The researcher used the questionnaire for secondary school English teachers
as research instrument for data collection. The researcher personally visited the sample of the study
and administered the questionnaire to the sample of the study. The sample of the study was
thoroughly briefed about the procedure of filling the questionnaire for secondary school English
teachers.
ANALYSIS AND INTERPRETATION OF DATA
The study was aimed at analyzing the problems in teaching grammar to English learners at
secondary level. The researcher collected data for the study through a questionnaire, and then it
was tabulated, analyzed and interpreted in the light of the given objectives of the study.
Table 1
Perceptions of Teachers toward the problems of teaching English grammar
Item
Statement Responses Frequency Mean SD
No.
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No 54
Are you in favor of teaching of
To some
1 English to secondary school 19 2.14 0.92
extent
students?
Yes 77
No 33
Are you satisfied with the teaching
To some
2 of English grammar to secondary 87 1.99 0.67
extent
school students in your school?
Yes 28
No 12
Do you think specialization in
To some
3 English is must for an English 34 2.60 0.63
extent
teacher?
Yes 104
No 11
Are you a trained teacher of To some
4 109 2.12 0.5
English? extent
Yes 30
No 88
Books on grammar teaching To some
5 25 1.65 0.83
methods are available? extent
Yes 37
No 29
These books on grammar teaching To some
6 19 2.48 0.79
methods are useful in our situation? extent
Yes 102
No 18
Do you know the methodology of To some
7 28 2.56 0.68
teaching English grammar? extent
Yes 104
No 11
Do you know Grammar-Translation To some
8 19 2.72 0.57
method? extent
Yes 120
No 13
Do you use Grammar-Translation To some
9 7 2.77 0.57
method? extent
Yes 130
Are you in favor of Grammar- No 17
Translation method of teaching To some
10 1 2.75 0.63
English grammar to secondary extent
school students? Yes 132
No 33
Do you know Audio Lingual To some
11 19 2.43 0.81
method? extent
Yes 98
12 Do you use Audio-Lingual method? No 79 1.56 0.64
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To some
58
extent
Yes 13
Are you in favor of Audio Lingual No 93
method of teaching English To some
13 44 1.46 0.64
grammar to secondary school extent
students? Yes 13
No 13
Are A. V. aids beneficial in the To some
14 2 2.81 0.56
teaching of English grammar? extent
Yes 135
No 91
Do you use A. V. aids to teach
To some
15 English grammar to secondary 53 1.42 0.56
extent
school students?
Yes 6
No 5
Are you teaching over crowded To some
16 3 2.91 0.38
classes? extent
Yes 142
No 10
Do you think over-crowding affects To some
17 4 2.83 0.51
the teaching of English grammar? extent
Yes 136
No 10
Are you satisfied with the grammar To some
18 106 2.16 0.51
in the textbooks? extent
Yes 34
No 23
Do you know the grammatical To some
19 47 2.37 0.72
items to be taught? extent
Yes 80
No 20
Do you know the sequence of To some
20 23 2.5 0.70
grammatical items to be taught? extent
Yes 107
No 97
To some
21 Is grammar easy to teach? 16 1.60 0.84
extent
Yes 37
No 107
Do the students show a keen
To some
22 interest in the learning of English 41 1.3 0.47
extent
grammar?
Yes 2
No 112
23 Do you teach grammar regularly? To some 1.34 0.63
25
extent
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Yes 13
No 17
Do you have a full preparation To some
24 101 2.10 0.56
before teaching English grammar? extent
Yes 32
No 37
To some
25 Is grammar easy to assess? 68 2.04 0.72
extent
Yes 45
No 77
Are grammar questions easy to set To some
26 46 1.65 0.76
and correct? extent
Yes 27
In item 1 the statement is, “Are you in favor of teaching of English to secondary school
students?” The mean score 2.14 and standard deviation 0.92 for the above statement shows
majority of the respondents (77) are in favor of teaching of English to secondary school students
while 54 secondary school English teachers are not in a favor of teaching English to secondary
school students. Furthermore, 19 respondents having the view that they are in favor of teaching
English to the secondary school students to some extent.
In item 2 the statement is, “Are you satisfied with the teaching of English grammar to
secondary school students in your school?” The mean score 1.99 and standard deviation 0.67
shows majority of the respondents (87) have the view that they are satisfied to some extent with
the teaching of English grammar to secondary school students in their school.
In item 3 the statement is, “Do you think specialization in English is must for an English
teacher?” The mean score 2.60 and standard deviation 0.63 for the above statement shows majority
of the respondents (104) have the opinion that English teachers must have specialization in the
subject of English.
In item 4 the statement is, “Are you a trained teacher of English?” The mean score 2.12
and standard deviation 0.5 show majority of the respondents (109) are not sure that English
teachers are trained teachers. In spite of this, English teachers have the opinion that they are trained
in the subject of English to some extent.
In item 5 the statement is, “Books on grammar teaching methods are available?” The mean
score 1.65 and standard deviation 0.83 for the above statement reveals majority of the respondents
(88) show that books on grammar teaching methods are not available while 37 secondary school
English teachers have the view that books on grammar teaching methods are available.
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In item 6 the statement is, “These books on grammar teaching methods are useful in our
situation?” The mean score 2.48 and standard deviation 0.79 display majority of the respondents
(102) have view that books on grammar teaching methods are useful addition in our situation.
In item 7 the statement is, “Do you know the methodology of teaching English grammar?”
The mean score 2.56 and standard deviation 0.68 show majority of the English teachers’ (104)
having the view that they know about the methodology of teaching English grammar.
In item 8 the statement is, “Do you know Grammar-Translation method?” The mean score
2.72 and standard deviation 0.57 reveals the majority of the respondents (120) responded that they
know about the grammar translation method because mostly they teach through grammar
translation method in the English class.
In item 9 the statement is, “Do you use Grammar-Translation method?” The mean score
2.77 and standard deviation 0.57 indicate majority of the English teachers (130) responded to the
statement that they use grammar translation method for the teaching of grammar in the class.
In item 10 the statement is, “Are you in favor of Grammar-Translation method of teaching
English grammar to secondary school students?” The mean score 2.75 and standard deviation 0.63
for the above statement shows that majority of the respondents (132) are in the favor of grammar
translation method of teaching English grammar to the secondary school students.
In item 11 the statement is, “Do you know Audio Lingual method?” The mean score 2.43
and standard deviation 0.81 for the above statement shows that majority of the respondents (98)
responded; they know the audio lingual method of teaching.
In item 12 the statement is, “Do you use Audio-Lingual method?” The mean score 1.56
and standard deviation 0.64 show majority of the respondents (79) responded that they do not use
audio lingual method of teaching but English teachers (58) have the view that they use audio
lingual method to some extent in the English class.
In item 13 the statement is, “Are you in favor of Audio Lingual method of teaching English
grammar to secondary school students?” The mean score 1.46 and standard deviation 0.64 indicate
majority of the respondents (93) are in the favor that they do not use audio lingual method of
teaching English grammar to secondary school students.
In item 14 the statement is, “Are A. V. aids beneficial in the teaching of English grammar?”
The mean score 2.81 and standard deviation 0.56 for the above statement reveals majority of the
respondents (135) think that audio visual aids are beneficial in the teaching of English grammar.
In item 15 the statement is, “Do you use A. V. aids to teach English grammar to secondary
school students?” The mean score 1.42 and standard deviation 0.56 for the above mention
statement indicate majority of the respondents (91) have view that they do not use audio visual
aids to teaching English grammar to secondary school student while English teachers (53)
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responded that they use audio visual aids to teach English grammar to some extent to the secondary
school students.
In item 16 the statement is, “Are you teaching over crowded classes?” The mean score 2.91
and standard deviation 0.38 for the above statement indicate almost all the respondents (142)
having the view that they are teaching to the overcrowded classes.
In item 17 the statement is, “Do you think over-crowding affects the teaching of English
grammar?” The mean score 2.83 and standard deviation 0.51 for the above statement shows
majority of the respondents (136) responded that they think overcrowded classes affect the
teaching of English grammar in the classrooms.
In item 18 the statement is, “Are you satisfied with the grammar in the textbooks?” For the
above statement, the mean score 2.16 and standard deviation 0.51 indicate majority of the
respondents (106) responded that they are to some extent satisfied with the grammar in the English
textbooks at secondary level.
In item 19 the statement is, “Do you know the grammatical items to be taught?” The mean
score 2.37 and standard deviation 0.72 for the statement shows majority of the respondents (80)
responded they know very well regarding the grammatical items to be taught to the secondary
school student at secondary level.
In item 20 the statement is, “Do you know the sequence of grammatical items to be taught?”
The mean score 2.58 and standard deviation 0.70 for the above mentioned statement indicates
majority of the secondary school English teachers (107) know the sequence of grammatical items
to be taught to the secondary school students in the classrooms.
In item 21 the statement is, “Is grammar easy to teach?” The mean score 1.60 and standard
deviation 0.84 for the above statement reveals majority of the respondents (97) responded that
grammar is not an easy task to teach the secondary school students.
In item 22 the statement is, “Do the students show a keen interest in the learning of English
grammar?” For the above statement, the mean score 1.3 and standard deviation 0.47 indicate
majority of the respondents (107) view that students do not show keen interest in the learning of
English grammar at secondary level.
In item 23 the statement is, “Do you teach grammar regularly?” For the above statement,
the mean score 1.34 and standard deviation 0.63 indicate majority of the respondents (112) having
the view that they do not teach grammar on regular basis.
In item 24 the statement is, “Do you have a full preparation before teaching English
grammar?” For the above statement, the mean score 2.10 and standard deviation 0.56 shows
majority of the respondents (101) having the view that they make preparation to some extent before
teaching English grammar to the secondary students.
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In item 25 the statement is, “Is grammar easy to assess?” The mean score 2.04 and standard
deviation 0.72 for the above statement show majority of the respondents (68) think that grammar
is easy to assess to some extent while 45 respondents have the view that grammar is easy to assess.
In item 26 the statement is, “Are grammar questions easy to set and correct?” The mean
score 1.65 and standard deviation 0.76 for the above statement indicate majority of the English
teachers (77) think grammar questions are not easy to set and correct while 46 respondents have
the view that grammar questions are easy to set and correct to some extent.
FINDINGS AND CONCLUSION
The study concluded that the teaching of English grammar in public secondary schools
facing various problems that is why the standard of teaching English in these public secondary
schools is worsening now a day. On the basis of the findings of the study, the under mentioned
conclusions were drawn: The study reveals that majority of the English teachers are not fully
satisfied with their teaching of English grammar. That’s because they have no specialization in
English language as well as in the subject of English. On the other way, English teachers are not
trained to teach English grammar at secondary level; the study concluded that English teachers
have not sufficient and appropriate books on grammar teaching methods. So, it is concluded that
for English teachers, books on English grammar methods and on English teaching must be
provided in the libraries of public schools. These books can become useful for English teachers.
The study established that English teachers know about the teaching methods but most of the time
they use grammar translation method in the classroom rather than audio lingual method. It is
because from the use of audio lingual method English teachers can get better results.
It is also concluded that overcrowded classes is a bigger problem for the English teachers.
English teachers are teaching to the crowded classes and definitely over crowded class affect the
teaching of English grammar badly.
Majority of the teachers have the opinion that secondary school English books have no
appropriate portion for grammar in the textbooks. It was also concluded that English teachers think
that English grammar is not easy to teach. Through this research study it is also concluded that
public secondary school students are not taking interest in the learning of English grammar. It is
another problem for the secondary school teacher in the teaching of English grammar. They have
only one period of 40 hours daily. So, they have no regular time for the teaching of English
grammar to the secondary school students. It is also concluded that secondary school English
teachers have required concentration and preparation for the teaching of English grammar at
secondary level.
RECOMMENDATIONS
The study may recommend that there is a dire need of professional master trainers who
conduct the English grammar training sessions with secondary school teachers. It may also be
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recommended that secondary school English teacher may provide with the books on English
grammar teaching methods. It may also recommend to the stake holders in education, to lessen the
saturation in the sections of secondary school (9th & 10th) classes. It may be recommended that
secondary school English teachers have the motivation to prepare the grammar lesson before
teaching to the secondary school students.
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69 | P a g e
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Problems in Teaching Grammar to English Learners at Secondary Level

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PROBLEMS IN TEACHING GRAMMAR TO ENGLISH LEARNERS AT

Dr. Mushtaq Ahmad

Key words: Teaching grammar, English learners and Secondary level.

Objective of the study

1. To identify the various problems of teaching English grammar to secondary school

According to Crystal’s (1985) view grammar is a study of arranging words in their

Actually when we teach tenses of a language, we impart grammar of the language in

There is prevailing a perception regarding English grammar that grammar is an abstract

ANALYSIS AND INTERPRETATION OF DATA

Perceptions of Teachers toward the problems of teaching English grammar

FINDINGS AND CONCLUSION

Batstone, R. (1994). Grammar. Oxford: Oxford University Press.

Cyrstal, D. (1985). An Encyclopedic Dictionary of Language and Languages. Oxford:

Eun J. (2010). Contextualizing grammar teaching using authentic materials. Retrieved

Ezeani, S. I. (1998). Research methods: A realistic approach. Ibadan: Elohim publishers.

Gay, L. R., Mills, G. E., Airasian, P. W. (2008). Educational research: Competencies

Graver, B. D. (1986). Advanced English Practice. Oxford: Oxford University Press.

Mawoli, M. A., Babandako, A. Y. (2011). An evaluation of staff motivation, dissatisfaction and

Radford, A. (2003). Syntax. Cambridge: Cambridge University Press.

Vannestal, M. E. (2008). Corpora in grammar teaching: towards higher motivation, deeper

National Education Policies of English Teaching in Pakistan, Sharif Commission, 1959,

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