Teachers' and learners' perceptions about the effectiveness of grammar courses in The Foreign Languages Department of Anadolu University
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Grammar has always been one of the major concerns of researchers. Teacher and learner perceptions about grammar, on the contrary, have received less interest in the field. The purpose of this study was to investigate the teachers’ and the students’ perceptions about the effectiveness of the grammar courses in the Foreign Languages Department of Anadolu University. Twenty-two teachers who were teaching grammar at the time of the study and 141 students from beginner/elementary, lower intermediate/intermediate, and upper intermediate/ advanced levels participated in the study. Data was collected through two questionnaires which were parallel to each other. One of the questionnaires was for the teachers and the other was for the students. In data analysis, quantitative techniques were used. The results of the study revealed that both the teachers and the students wanted to have separate grammar courses. They were undecided about the effectiveness of the grammar courses. While the students believed that they were required to memorise the grammar rules, teachers disagreed with this statement. There were no differences among the levels in terms of their perceptions about the need and effectiveness of the grammar courses. However, some differences were observed in their perceptions about the way these courses were taught. For instance, upper intermediate and advanced level students were the ones who thought that their teachers encouraged them to discover grammar rules rather than explaining them. On the other hand, Lower Intermediate and Intermediate level students thought that their teachers did not encourage them to discover grammar rules, instead they explained them to the students. The findings of this study suggest that grammar courses should be maintained as part of the foreign language curriculum. However, since there are too many rules to cover in a short period of time, the study suggest that the load of the syllabus should be lightened so that students can find enough time to practice the grammar rules they are expected to learn.