This article briefly explores the twelve principles of language teaching and learning formulated by H. Douglas Brown and also the underlying principles of some of the earlier grammar-based methods to calculate how consistent these principles are with those of Brown’s. The grammarbased approaches chosen for evaluation are the Grammar Translation Method, the Direct Method, the Audiolingual Method...

Muslims believe that the The Holy Quran is the message of God Almighty which has been transmitted to His messenger, Prophet Mohammad (PBUH), through revelation in the Arabic language. This Holy book has been translated into many languages, including English. Although the content of the The Holy Quran has been translated into the English language, few studies have been conducted to explore the b...

Introduction Grammar is the description of the regularities in a language. Knowledge of these regularities provides the learner with the means to generate potentially enormous number of original sentences. Grammar teaching can proceed in two ways: covert grammar teaching where the rules are taught to a communicative syllabus and overt grammar teaching where the rules of grammar are presented ex...

Owing to the complex nature of English Grammar, teachers language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students master grammar structures though in Albania try hard make as engaging possible but through traditional approach. The approach techniques have produced ineffective learning inert knowledge problems. However, alternative approaches, es...

Materials evaluation studies have constantly demonstrated that there is no one fixed procedure for conducting textbook evaluation studies. Instead, the criteria must be selected according to the needs and objectives of the context in which evaluation takes place. The speaking skill as part of the communicative competence has been emphasized as an important objective in language teaching. The pr...

Abstract Task-based language teaching has received increased attention in second language research. However, the combination of structured input-based approach and task-based language teaching has not been examined in relation to L2 grammar learning. To address this gap, the present study investigated how the structured input-based tasks with and without explicit information impacted learners’ ...

Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian l...