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Dominant Approaches in Teaching English as a Second Language


 
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1. Title Title of document Dominant Approaches in Teaching English as a Second Language
 
2. Creator Author's name, affiliation, country Joan B. Gallaron; Liceo de Cagayan University; Philippines
 
3. Subject Discipline(s)
 
3. Subject Keyword(s)
 
4. Description Abstract

The study determined the teachers’ dominant approaches used in teaching English as a second language and their influence on the grammatical skills of the high school students. The respondents of the study were the randomly sampled 2nd year and 3rd year high school students and English teachers of Liceo de Cagayan University. The study used the descriptive design using a researcher-made questionnaire that elicited data on the teachers’ approach in teaching the selected grammar lessons and the students’ level of grammar skills. As found out, the dominant approach in teaching English grammar was communicative. The students did poorly in subject-verb agreement and noun-adjective agreement, and well in verb tenses. Overall, the students did fairly in English grammar.

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Key Words – Dominant approaches, teaching English as a Second Language, Grammatical Skills
 
5. Publisher Organizing agency, location Liceo de Cagayan University
 
6. Contributor Sponsor(s)
 
7. Date (YYYY-MM-DD) 2008-12-30
 
8. Type Status & genre Peer-reviewed Article
 
8. Type Type
 
9. Format File format PDF
 
10. Identifier Uniform Resource Identifier http://asianscientificjournals.com/new/publication/index.php/ljher/article/view/27
 
10. Identifier Digital Object Identifier 10.7828/ljher.v5i2.27
 
11. Source Journal/conference title; vol., no. (year) Liceo Journal of Higher Education Research; Vol 5, No 2 (2008): December
 
12. Language English=en en
 
13. Relation Supp. Files
 
14. Coverage Geo-spatial location, chronological period, research sample (gender, age, etc.)
 
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