A case study of integrating language awareness into grammar teaching in the Chinese EFL context

Abstract

The study employed a case study method to investigate the affective effectiveness of integrating language awareness into grammar teaching in the Chinese EFL (English as a Foreign Language) context. In the case study, fifty-eight participants were given language awareness teaching interventions. Questionnaires and interviews were developed, and administered for data collection. The findings of the case study have showed the potentials of language pedagogy in relation to its affective effectiveness in grammar classrooms in three aspects: a) a majority of the participants showed positive changes in their attitudes toward and beliefs in learning grammar; b) a majority of the participants are found to apply more cognitive-affective grammar learning strategies; and c) a majority of the participants responded to positively integrate their learning of grammar with four language skills (listening, speaking, reading and writing). To conclude, the case study has shed light on the potential of integrating language awareness into grammar pedagogy in the Chinese EFL context as well as its future development in second/foreign Language teaching and learning. © 2014 ACADEMY PUBLISHER Manufactured in Finland.