Teaching English Verb Tenses in Yerevan Schools

Abstract

The purpose of this study is to examine how English verb tenses are taught in Yerevan public schools to find out whether there is a shift from Grammar Translation method to currently used modern teaching methods. The study investigates: a) what methods and approaches EFL Armenian teachers use while teaching English verb tenses; b) what EFL Armenian teachers teaching philosophy is and whether teachers’ teaching philosophy correlates with their in-class practices; and c) what students’ attitude is towards modern teaching methods. The participants of the study were six Armenian teachers and 180 students of 5th and 6th grades from three Yerevan public schools. The data of the current study was analyzed both quantitatively and qualitatively with two research instruments: 1) self-report questionnaires for students, and 2) semi-structured teacher interviews. The results of the study suggest that in Yerevan public schools grammar is still taught in a traditional, Grammar Translation method. There is a mismatch between students’ willingness to accept new modern grammar teaching methods and teachers’ unwillingness to implement those methods to meet the students’ needs and interests. The study provides insightful pedagogical implications for effective grammar teaching and learning process. Keywords: grammar teaching, English tenses, deductive instruction, inductive instruction, grammar teaching methods, teacher beliefs/philosophy, secondary school