A blended-reflective approach to teaching grammar course : a case study

Abstract EN

This paper presents a case study that investigated the implementation of a blended-reflective approach to teaching Grammar at Chouaib Doukkali University (C.D.U), El Jadida, Morocco.

Students’ reflections on the teaching of Grammar and the actual classroom practices were considered to analyse and suggest some practical teaching techniques of a content-task based course.

The objective is to make Grammar teaching an academic tool and a reflective course where students will be integrated as participants and not passive recipients of a language course.

This grammar course is designed in accordance with the students’ reflection, exploration, language use, and their status as output lesson planners that demonstrate their language awareness.

Areas where practices converged with or diverged from reflections about grammar teaching were examined to find out the activities, contents and methods that have influenced the teachers’ techniques and classroom management as well as the students’ overall academic performance.

The findings suggest that learners develop their own learning strategies to handle the grammatical tasks as well as the complexities of the tests.

Thus, a reflective-blended approach to teaching this course based on a test analysis has been developed to enhance the practical teaching activities, to adopt a rcflcctivc-syntactic approach, to make learning match the objectives, while Assessment is assumed to be managed with rcspect to some deep and surface techniques.