Integrating an Interactive Approach to Teaching Grammar in the English as a Foreign Language Classroom: A Case Study of a Japanese Senior High School Student

Abstract

At a time when new language-teaching trends encourage the use of interactive methods to motivate and maintain student interest, the persistent tendency to retain a teacher-centered approach in teaching English grammar is counterproductive. With more effective methods currently available, monotonous rote learning need no longer dominate the main part of a lesson. Guided by the work of Ur (2009), this paper will introduce the results of a case study conducted by interview. In response to these and other related findings, a model for an interactive, multi-skilled, learner-centered activity designed to effectively teach a specific grammatical concept will also be presented.