Literacy Teaching: How Much Grammar Is Required in Writing as an Expressive Skill?

Abstract

This paper is a one hypothesis research that investigates the perception of teachers on the effect of grammar on the expressive or productive skill of writing to provide a good platform for literacy teaching. One hundred undergraduates and post-graduates participants—50 each—were given a fifteen-item questionnaire to show their opinion on the relevance of grammar to the teaching of continuous writing. The hypothesis tested at 0.05 level of significance was rejected. Obtaining a mean score of 2.93 above the undergraduate students’ 1.92 in the t-test of the data collected, the findings show that the post-graduate students believe grammar is an essential part of good writing. The researcher consequently suggests ways of slicing up grammar teaching for better performance in writing.