Pre-service Teachers’ Level of Cognition in Teaching Grammar: Basis for Skills Refinement Plan
Garachico, Myrnalyn C.1, Fortaleza, Queeney S.2, Depison, Ma. Elisa C.3, Marcial, Madeleine4
1Bachelor of Secondary Education Major in English, Gordon College, Olongapo City, Philippines garachicomyrnalyn@gmail.com
2Bachelor of Secondary Education Major in English, Gordon College, Olongapo City, Philippines fuegoqueeney@gmail.com
3Bachelor of Secondary Education Major in English, Gordon College, Olongapo City, Philippines lizdepison548@gmail.com
4Instructor I- College of Education, Arts and Sciences, Gordon College, Olongapo City, Philippines marcial.madeleine@gordoncollege.edu.ph
Abstract: Cognition plays a significant role in pre-service teachers’ future teaching endeavors, preparing them to become qualified educators. Therefore, what they think, know, and believe is an important issue that needs investigation. Although extensive studies on teachers’ cognition in teaching grammar have been published over the years, only some have been conducted on pre-service teachers. This study describes the cognition level in teaching grammar among pre-service teachers of Gordon College, Olongapo City, Philippines. The study used a quantitative descriptive method for 114 purposively chosen students. The data underwent descriptive and inferential measures with the help of SPSS 26 software. The study found that the respondents’ level of cognition is high in terms of focus on formS instruction (rules), focus-on form instruction (context and meaning), inductive approach and value of drilling, and very high in terms of deductive approach and importance of grammatical terminology (metalanguage). Also, there was no significant difference in pre-service teachers’ cognition in teaching grammar regarding age, gender, and year level. Thus, it shows positive correlations between the factors affecting the respondents’ cognitions in teaching grammar. A skills refinement plan called Project GRAMMAR (Guided Real-world Application of Meaningful Methods for Advanced Refinement) was proposed.
Keywords: Cognition, deductive, drilling, focus on forms, focus on form, inductive, metalanguage, pre-service teacher