IMPROVING PERFORMANCE OF ENGLISH LANGUAGE TEACHERS THROUGH IN-SERVICE TRAINING ON USING INDUCTIVE APPROACH TO TEACH GRAMMAR AT GBURIMANI JUNIOR HIGH SCHOOL IN TOLON DISTRICT

Abstract

The purpose of this study was to train English language teachers on the use of inductive approach to teach grammar at Gburimani D/A junior high school in the Tolon District. The aim of the literature review was to review existing literature on how English language teachers can use inductive approach to teach grammar. In order to attain the purpose and objectives of the study, action research method was used in collecting and analysing the data. Purposive sampling technique was used to select the ten English language teachers. The Statistical Package for Social Sciences (SPSS) and Excel 2007 were used to assist in the data analysis. The findings were that: teachers do introduce students to lots of examples to identify rules themselves and apply them, mother tongue influences the learning of English Grammar negatively, pupils dislike and have negative attitude towards studying grammar and instructional materials make learning real and permanent. Teachers understand that inductive teaching is a bottom-up approach that gives learners greater responsibility for their own learning and teachers carefully selected materials that illustrated the use of the target language within a context. Some recommendation ns made included: The Ghana Education Service should work with schools to roll out the training and development of all English language teachers on the use of inductive approach to teaching grammar and The Ghana Education Service must also supply all schools adequate grammar books to aid teaching and learning of grammar lessons.