Common Grammatical Errors among Non-English Major Teachers

Reynante I. Enriquez¹

1. Talon-Talon Central School SPED Center, Zamboanga City, Philippines.

Section:Research Paper, Product Type: Journal-Paper
Vol.6 , Issue.3 , pp.75-80, Mar-2020

Online published on Mar 30, 2020

Copyright © Reynante I. Enriquez . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
The teaching of grammar has been a constant struggle for many teachers in the different parts of the world. This is due to its complexity in form and structure. The inherent problem in the imparting of knowledge about grammar is that teachers have been increasingly poorly prepared for this task and have not been well prepared for the teaching of grammar in their education courses. The aim of this study is to identify and analyse the common grammatical errors of non-English major teachers. The study utilized a grammar test. The grammar test is classified into 3 parts namely Parts of speech 1 and 2, Verb Tenses 1 and 2 and Sentence Structure. The data were analysed using the frequency and Paired T-Test. The finding shows Verb tenses are the most committed grammatical errors by the non-English major teachers with 37.08%, respectively. The results revealed that Non-English major teachers do not know how to turn Positive sentences into negative sentences and not knowing how to formulate WH questions. In the other hand, Pronouns and verbs have the least committed grammatical errors by the non-English major teachers with 0.42%. There is no statistically difference in the common grammatical errors of non-English major teachers when data are grouped according to Elementary and Secondary school teachers. Based on these findings, it is recommended that teachers should be encouraged to have respectful regard for grammar not as an end in itself, but a tool for learning how to communicate clearly and effectively. Teachers must think and speak in English only and somehow avoid L1 if they are teaching subjects that English as the medium of instructions. And administrators should organize seminars or training to teachers in language teaching especially on grammar for the teachers to increase their grammar competency.

Key-Words / Index Term :
Grammar, Errors, Competency, Teachers, Achievements, Learners

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