Toward Exploring Errors in Grammar: A Systematic Approach for Language Teachers

Abstract

This article focuses on an attempt by a teacher education institute to empower non-English majors to teach English at the primary level, drawing on a preservice English-language teacher education program for undergraduates at the National Institute of Education, Singapore. The course, which has been running for three years, aims to develop student teachers' skills in analyzing grammatical features in primary-level writing, based on a three-step approach designed by the author specifically for non-English majors. The article also explores the difficulties that student teachers face in learning to identify, classify, and explain various types of errors, including suggestions on how to empower student teachers to help primary-level pupils understand and use grammar rules effectively.