The Language Awareness of Finnish and German EFL Senior High School Learners and Student Teachers Regarding English Grammar and Its Teaching

International Journal of English Language Teaching Pub Date : 2019-06-25 DOI:10.5430/IJELT.V6N2P1

Esa Penttinen, Heiner Bötger, Jens Behning

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Abstract

The aim of this study is to examine and contrast the language awareness of Finnish and German EFL senior highschool students and student teachers regarding aspects of English grammar and its teaching. Data was collected fromFinland and Germany during the academic school years of 2015–16 and 2016–17. It consists of the responses to twosurvey questions of 1st year EFL senior high school students (n = 200 from Finland, n = 200 from Germany) andstudent teachers (n = 118 from Finland, n = 118 from Germany). The study utilizes both qualitative (content analysis)and quantitative (frequencies, percentages, cross tabulation [χ2-test]) research methods. The results show that thesubjects’ awareness of English grammar and its teaching was mainly based on intuitive, implicit knowledge. It wasdifficult for both senior high school learners and student teachers to build a cognitive understanding that wouldincrease their awareness of English grammar, and, as a result of this, its teaching, and respectively theirgrammar-related didactical competences.

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芬兰和德国高中英语学习者和学生教师对英语语法及其教学的语言意识

本研究的目的是考察和对比芬兰和德国高中英语学生和实习教师在英语语法和教学方面的语言意识。数据是在2015-16学年和2016-17学年从芬兰和德国收集的。它包括对两个调查问题的回答，分别是一年级英语高中学生(芬兰200名，德国200名)和实习教师(芬兰118名，德国118名)。本研究采用定性(内容分析)和定量(频率、百分比、交叉表[χ2-test])研究方法。结果表明，被试对英语语法的认知和教学主要是基于直观的、隐性的知识。对于高中学习者和学生教师来说，建立一种认知理解是很困难的，这种认知理解将增加他们对英语语法的认识，从而提高他们对英语语法教学的认识，以及他们各自与语法相关的教学能力。

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International Journal of English Language Teaching

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