A Study into Teaching English Grammar with Reference to Tripoli University

This study examined teachers and learners’ beliefs about teaching English grammar at Tripoli University. It explored the role of grammar in this context and the optimal method or approach of teaching grammar in such a context. The present investigation aimed at identifying the causes behind the learners’ difficulties in using their knowledge of grammar to communicate effectively and the challenges, which confront the lecturers when dealing with grammar instruction. Grammar teaching has been and continues to be a source of controversy, and heated debate, which has led many second language researchers to rethink the status of grammar in language learning and teaching. Grammar has often generated conflicting views. Thornbury (2009) argues that no other issue has preoccupied theorists and practitioners as much as the grammar debate which has brought about a split of views, specifically into those who claim that grammar should not be taught at all, and others who believe that grammar should be given a central role in English language teaching . In order to achieve reliable and valid results, this research employed a mixed methods approach, since relying on one single research approach and strategy could reduce the effectiveness of this study. The underpinning philosophy identifying this study is positivism because of the large amount of quantitative data. The justification for combining a quantitative and qualitative research approach is related to the purpose of the study, the nature of the problem and research questions. Accordingly, quantitative data were collected through a questionnaire involving students at the English language department at Tripoli University. This was supported by qualitative data collected by using semi- structured interviews for lecturers teaching grammar at the English department. The findings of this study showed that students and lecturers at Tripoli University valued the role of grammar instruction and that it should be recognised in all the different skills. The findings also revealed that the participants were unhappy with the way grammar is taught in lectures. They also suggested that further research be conducted in all the different teaching skills. This study is pertinent because it has academic value. It has added to the literature on the importance of English grammar and contribute to the ongoing debate of whether grammar should be taught or acquired. In addition, it will benefit the students and lecturers in developing communicative competence by enhancing grammar teaching. It will raise awareness about the challenges of teaching English grammar in Libya and benefit future researchers interested in the teaching of grammar