Rethinking of Self-monitoring and Self-response in Teaching Grammar Knowledge to Iranian ELT Teachers

Gholamreza Parvizi, Alireza Kargar


In the present days, learning and teaching researchers have emphasized the charge which teachers, tutors, and trainers’ constraint knowledge treat in re-sizing and trimming what they perform in educational space. Regarding English language as a subject to teaching, although the prominence of instructor knowledge about language grammar has also been stressed, but the lack of empirical insight into the relationship between teachers’ self-monitoring of grammar knowledge and self- response have been observed. With particular attention to the grammar, this article indicates and discusses information obtained from self – feedback and conversing to teachers of a kind who backwash the issue. The result of the study indicates that enabling teachers to progress and maintain a logical and realistic awareness of their knowledge about the grammar have to be prominent goal for teacher’s education and development programs. Keywords: grammar knowledge, self-monitoring, self-response, teaching grammar, language teaching programs.

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World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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