The Effect of Using Reflective Method in Teaching English Grammar

Abstract

Nowadays there is a departure from customary practice to treat the morphological and syntactic subsystems as a resource for making meaning in a context-sensitive manner. This will necessitate dealing with the complexity of grammar, demonstrating that there is much more of concern in the teaching and learning of grammar than whether or not students produce grammatical forms accurately. This complexity is partly captured by the fact that form is only one of three dimensions: form, meaning and use.The students remember best what they themselves construct. The advantage for constructing or generating what one says may simply be another manifestation of transfer-approach processing when the demands of output practice makes the demands of subsequent use, student's performance is maximized (Larsen-Freeman, 2003: 22). Transfer is a dynamic process in which forms have meanings and uses in a rational, discursive, flexible, interconnected, and often system, while grammar is the ability to use grammar, structures accurately, meaningfully, and appropriately (ibid: 142-143).Reflection is a purposeful act of thinking which seeks solutions to problems encountered in the process of teaching and learning (Loughran, 1996). Reflective practice in ESL/EFL is based on understanding of self's society and moral purposes and involves stopping, noticing, evaluating and inquiring about problems encountered in different situations.Reflective practice is becoming a dominant paradigm in ESL/EFL teacher education programs worldwide. Pennington (1992: 47) defines reflective teaching as "deliberating on experience. She further proposes a reflective development orientation as "a means for (1) improving classroom processes and outcomes, and (2) developing confidences, self-motivated teachers and learners." The focus here is on analysis, feedback, and adaptation as an ongoing and recursive.One way to combat a modification of language teaching is to promote and encourage the practice of reflective teaching. According to Schon (1983) "when someone reflects-in-action, he becomes a researcher in the practice context. He is not dependent on the categories of established memory and technique, but construct the model of teacher preparation, and teacher education stresses that teaching professionals should be reflective practitioner (Blyth, 1997: 50-66 Jordanian, 2009: 43-59, Kingingers, 1995: 123-144).Reflected Teaching Practice provides "skills to examine [one's] own teaching and to take responsibility for [one's] own professional development which needs to be based on a continual process of reflection, reassessment, and renewal (Klapper, 2000, P.149).Reflective method has not been used in Iraq yet; since so its effect is unknown, this study investigates the effect of using reflection in teaching English grammar.It is hypothesized that there is a positive effect of using reflection in teaching English grammar on students' achievement.Nowadays there is a departure from customary practice to treat the morphological and syntactic subsystems as a resource for making meaning in a context-sensitive manner. This will necessitate dealing with the complexity of grammar, demonstrating that there is much more of concern in the teaching and learning of grammar than whether or not students produce grammatical forms accurately. This complexity is partly captured by the fact that form is only one of three dimensions: form, meaning and use.The students remember best what they themselves construct. The advantage for constructing or generating what one says may simply be another manifestation of transfer-approach processing when the demands of output practice makes the demands of subsequent use, student's performance is maximized (Larsen-Freeman, 2003: 22). Transfer is a dynamic process in which forms have meanings and uses in a rational, discursive, flexible, interconnected, and often system, while grammar is the ability to use grammar, structures accurately, meaningfully, and appropriately (ibid: 142-143).Reflection is a purposeful act of thinking which seeks solutions to problems encountered in the process of teaching and learning (Loughran, 1996). Reflective practice in ESL/EFL is based on understanding of self's society and moral purposes and involves stopping, noticing, evaluating and inquiring about problems encountered in different situations.Reflective practice is becoming a dominant paradigm in ESL/EFL teacher education programs worldwide. Pennington (1992: 47) defines reflective teaching as "deliberating on experience. She further proposes a reflective development orientation as "a means for (1) improving classroom processes and outcomes, and (2) developing confidences, self-motivated teachers and learners." The focus here is on analysis, feedback, and adaptation as an ongoing and recursive.One way to combat a modification of language teaching is to promote and encourage the practice of reflective teaching. According to Schon (1983) "when someone reflects-in-action, he becomes a researcher in the practice context. He is not dependent on the categories of established memory and technique, but construct the model of teacher preparation, and teacher education stresses that teaching professionals should be reflective practitioner (Blyth, 1997: 50-66 Jordanian, 2009: 43-59, Kingingers, 1995: 123-144).Reflected Teaching Practice provides "skills to examine [one's] own teaching and to take responsibility for [one's] own professional development which needs to be based on a continual process of reflection, reassessment, and renewal (Klapper, 2000, P.149).Reflective method has not been used in Iraq yet; since so its effect is unknown, this study investigates the effect of using reflection in teaching English grammar.It is hypothesized that there is a positive effect of using reflection in teaching English grammar on students' achievement.