Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.778581
Title: Difficulties in teaching and learning English grammar in Libyan universities
Author: Fitori, H.
ISNI:       0000 0004 7964 3120
Awarding Body: Liverpool John Moores University
Current Institution: Liverpool John Moores University
Date of Award: 2019
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Abstract:
This study explored the difficulties of English language grammar faced by Libyan university students in learning grammar as well as problems that teachers of grammar found when teaching grammar. It was conducted in Tripoli University, Zawia University and other Vocational Higher Educational Institutions. It began with an explanation of the related literature focusing on theories of second language learning and grammar teaching methodology, students' motivation in second language learning and its grammar and other factors that impact on this. The study then investigates the challenges that students and lecturers faced in learning grammar. This research adopted a mixed methods approach. The rationale for this is related to the purpose of the study and research questions, and therefore, the study takes a philosophically pragmatic approach. Quantitative data were collected through survey questionnaires involving (224) participants at Tripoli University and Zawia University and were analysed using SPSS. Qualitative data were collected using semi-structured interviews involving 19 participants, supported by document analysis of 32 pieces of students' written work. The findings revealed that most participants recognise that grammar is important in learning a foreign language, and that the low level of students' language competence at the outset of courses has impacted on learning grammar. It also showed that teachers ignored the teaching methods as stated in the curriculum but replaced these by applying those they had used in the past. The findings revealed that students lack positive motivation towards learning grammar. This research contributes to raising awareness regarding the importance of choosing appropriate pedagogies for the teaching and learning of grammar, expanding and enriching the literature in this field.
Supervisor: Peiser, G. ; Putwain, D. ; Mason, A. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.778581  DOI:
Keywords: LB2300 Higher Education ; PE English
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