Investigating the role of Grammar teaching strategies Implemented in the Algerian high school: (The case of first and second year classes at Boussam Mohamed Cherif high school, Bordj Ghdir)

Abstract

Since every language is systematically organized by its grammar, which is linked to meaning and communication, it is difficult to form sentences without building grammatical structures. Grammar also gives students the opportunity to discover the nature of language through reading, listening, writing, and speaking (Jacobs, 2017). The aim of this study is to investigate the current situation and strategies of grammar teaching for EFL young learners in Boussam Mohamed Cherif High School, Bordj Ghedir, Algeria: the case of the first and second grades of High school. Therefore, the main aim of the study is to identify the strategies teachers use toteach grammar in Algerian High school, the impact of grammar strategies on students and the factors that prevent students from learning grammar in the classroom n order to achieve these objectives, a triangulation was used such as: primary data (a qualitative interview with English teachers), secondary data (a quantitative observation checklist), and supplementary data (a quantitative questionnaire) were collected over a period of twelve weeks. The results of the data analysis confirmed that grammar strategies have a great impact on the comprehension ability of EFL learners as they enable students to communicate their ideas.The study presents the different variables that can be a barrier to grammar learning in the classroom and thus influence students’ feedback.