The role of contextualization in teaching grammar

Abstract

 This study has aimed to show the effectiveness of contextualization through survey
and testing that conducted for teachers and students. Teachers of the English language of
schools participated in this study. The survey is made up of 10 open-ended questions. Teachers’
perceptions according to contextualization are positive. They all agree that contextualization
is an effective method in teaching grammar in English class. None of them thought that
teaching grammar in context was not helpful. In addition, two groups of female high school 7
graders participated in the lessons. One group was taught through de-contextualized deductive
grammatical explanation, while the other group received contextualized grammar instruction.
The results indicated that de-contextualized instruction as it is normally practiced in highschool contexts failed to promote successful use of the future continuous tense. In contrast,
meaning-based contextualization did result in better performance on a written production
grammar test involving the use of the future continuous tense.