Trainee teachers and grammar cognition:

Beliefs and perceptions about the knowledge, teaching and learning of grammar

Abstract

This article explores the grammatical cognition of trainee teachers specializing to become English language teachers at a Norwegian institution of higher education. We specifically examine the trainees’ perceptions and attitudes regarding the role of grammar in language teaching, and the need for explicit knowledge of grammar required in their education as trainee teachers. The study is based on data collected through a questionnaire, focus group interviews and a short grammar test. The findings show that a majority of the student teachers believed that their attitudes had changed in a positive direction during their university studies, and it was shown that their focus had shifted from their own abilities and emotional experience to how they can apply their knowledge in their own teaching. 40% of the students admitted having experienced a knowledge gap when they started at the university, but most of them stated that their university studies had given them in-depth, clarifying and contextual knowledge, making them understand the system and structure of grammar. The majority believed grammar to be highly relevant for language learning, although the view on how grammar should be taught varied, with a tendency to prefer implicit teaching at lower levels and explicit teaching in the final years of school. The students also showed a tendency to confuse the previous curriculum (LK06) with the current one (LK20), especially which core element specifies more directly the requirement for knowledge of grammar. A grammar test given to the interviewees showed that the students had considerable shortcomings in their grammatical metalanguage, yet most of the trainees still felt competent to teach grammar. However, some students expressed insecurity about teaching grammar to younger pupils and requested more focus on this part of their education.