Monire Shahbaz
Abstract
Language learners are often expected to achieve an acceptable level in grammar, which is considered as the basis for all human languages. Teaching grammar was the main component of language teaching methods in the past. Even the communicative approach, the most widely-accepted teaching approach today, ...
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Language learners are often expected to achieve an acceptable level in grammar, which is considered as the basis for all human languages. Teaching grammar was the main component of language teaching methods in the past. Even the communicative approach, the most widely-accepted teaching approach today, did not ignore teaching grammar. Although teaching grammar was viewed as unimportant and laid aside for a short period of time, researchers and authors later realized that without teaching grammar, language learning would be of poor quality; as a result, they referred back to teaching grammar. All these point to the fact that mastery over grammar could help the learners in better comprehending and producing language. The present study is an attempt to present a framework on the basis of Keck and Kim (2014) for evaluating Persian grammar teaching textbooks. The name “Kem” is coined in the present study and is composed of 28 likert-scale questions. The “Kem” framework is made up of two main parts: explanations and activities.
