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Table of contents

Abstract

I. Introduction

II. Literature review

2.1. Define key terms

2.1.1. Grammar

2.1.2. Approaches to teaching grammar

2.1.3. Visual aids

III. Findings from relevant literature

IV. Research gap

V. Conclusion

Reference list
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Abstract

This literature review first aims at examining the notion of teaching grammar and visual aids, related
ideas and studies will be presented. Two main kinds of approaches of teaching will be provided in an
attempt to explain their meaning and differences. Also, different studies related to the language teaching
with the support of visual aids will be reviewed. The paper concludes with a summary of key findings,
gaps found in the review literature, and suggested directions for future research.

I. Introduction
Grammar plays a very integral role in learning a language. Sekelj & Rigo ( 2011) said that language
learning can not be efficient and successful without having good knowledge of grammar structures and
their functions in language. Hashemi & Daneshfar (2018) shared the same idea that if there is not a solid
understanding of grammar, language development can be impeded. However, teaching grammar is
considered to be a challenge for many teachers because of rules which seem to be strict and boring by
learners. Teaching grammar also requires teachers to combine different methods and utilising creatively
and effectively learning resources as visual aids to reduce students' anxiety from grammar instruction and
motivate them to study. Using visualisation in teaching language is not new. Various studies were
conducted on the benefits of visual aids to support students in the language acquisition process. Halwani
(2017) claimed that the use of visual aids in the classroom can encourage interaction and help the students
learn the material. According to Patesan et al. (2018), the advantages of visuals in teaching are enormous,
ranging. It not only hold students' attention but also encourage them to engage with the lecturer's specific
content and memory it. Nguyen et al (2021) emphasised that the excellent potential of visual aids in
fostering the process of learning but also the academic achievement of learners is demonstrated by the use
of visual aids. However, few studies have raised concerns about teaching grammar with visual aids. This
literature review will give the knowledge about the efficacy of using visual aids when teaching
grammatical items among primary schools.

II. Literature Review

2.1. Define key terms

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Grammar
Mentioned by Hashemi & Daneshfar (2018), grammar is “the structure or set of rules that a language
follows”. According to Thornbury (1999), grammar is “an explanation of the rules for creating
sentences”. In another definition, “grammar is a system of meaningful structures and patterns that are
governed by particular pragmatic constraints” (Larsen-Freeman, 2001). Grammar is the area of accuracy
that discusses structures, according to Harmer (2007). There are many different assumptions and theories
in terms of teaching grammar, it is all supported that grammar is one of the most important and difficult
English sub-skills to learn. It is the most important and delicate part of language (Sekelj & Rigo, 2011).
Language cannot exist without grammar, and it is challenging for students to speak English fluently
without studying English grammar (Wang, 2010). Rossiter (2021) added “grammar awareness is perfectly
adequate for the communication requirements”.

Approaches to teaching grammar

There are many approaches in grammar instruction. Of all, deductive and inductive are among the most
popular ones.

Deductive approach
According to Thornbury (1999), “a deductive approach is also called rule-driven learning”, which first
presents “the set of a rule and is followed by examples in which the rule is applied ”. After teachers
explain grammar rules, students will analyze and manipulate examples.

Inductive approach
An inductive approach is discovery learning in which teachers start with some examples and students
work and explore the rules for themselves (Thornbury, 1999). Hashemi (2018) added that this is a kind
of learning process involving both reasoning and inferencing.

Teaching grammar in the Primary English classroom

It is controversial when it comes to teaching grammar for young learners. Halima (2015) supposed that
young learners is no need to be perfect in grammar. If teachers are too strict about accuracy at this level, it
may prevent learners’ fluency. From the other perspective, Dan (2023) assumed that young students
might benefit from learning basic grammar rules because it can help them comprehend how language
functions and improve their ability to communicate verbally and in writing. Dan (2023) also mentioned
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that children are likely to have better preparation to move on to more advanced topics later on if they
learn these fundamental grammar concepts earlier. Silva (2022) also agreed that grammar allows young
learners to effectively communicate with others and share information, ideas, thoughts, opinions and
arguments clearly. Grammar allows for effective written and verbal communication. Hence, it is
necessary to teach grammar for young learners.
However, it is noticed that age has an influence on the content and method to teach students. Young kids
also have a cognitive ability which is different from that of adults. As a result, teachers were suggested to
present a grammatical point and terminology with simple examples for foreign language learners because
learners can go through step by step to understand the rule (Halima, 2015). Pengelly, J. (2019) explained
young learners process language differently. The repetition in context is the key point for them to make
improvement. It can be deduced that children acquire best when language is meaningful and relevant. In
this sense, the priority should be the ability to communicate and covey the message or idea, and the
analysis of the grammar rule will be second focus. Benzer (2022) stated that instead of activities that
require repeating and memorising sentences and grammar patterns, activities that require students to focus
on meaning should be used in the classroom. Cruz (2017) clearly said that children get to know new
knowledge much easier when a teacher provides meaning context. Teachers can give students with the
opportunity to often practise the language patterns. Moreover, while adults tend to be intrinsically
motivated, young learners have different motivations to learn. They typically study English because it’s
the compulsory subject in their school curriculum. Therefore, grammar can be presented implicitly to
children during the lessons by combining fun activities as well as lively visual tools to make children to
be more motivated and engaged in English grammar lessons.

Visual aids
Visual aids are defined as things that may be seen and be utilised to illustrate or improve the students’
understanding about one characteristic of language. Graphs, charts, tables, or images are some typical
examples of visual aids. There are other types of visual aids is frequently used in presentation or
discussion such as projectors, presentation slides, etc. Akapo (2015) agreed that visual aids are visible
things that can improve students' language acquisition. By appealing to the students' visual sense, it is an
enduring support and aids the teacher in conveying messages to them. Teachers often use visual devices
like pictures, charts, flashcards. Other examples of visual aids may be pictures from illustrated magazines,
postcards, photographs, posters, map, etc. Wright (2015) included that all avalable visual media for the
classroom for the teacher are “chalkboard and whiteboard, flannel board, magnet board and adhesive
plastic, pictures and posters, flashcards and worksheets as well as authentic printed materials”.
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Macwan (2015) also shared the same idea that visual tools such as flashcards, graphics, videos, charts can
help learners easily understand and realise the main points that they have learned in the classroom.

2.2. Findings from relevant literature

A handful of researches have been conducted to provide in-depth and multidimensional ideas about visual
aids in teaching and learning English language.
Sorany’s research (2017) analysed the role of visual aids in teaching English grammar to young learners.
The results showed that visual aids such as realia, pictures, and flashcards were supportive and helpful not
only for the teacher to introduce, explain grammatical items, but also for learners to comprehend,
understand easier and get familiar with a new grammatical item. It was confirmed that visual aids can
support learners to understand a word or basic grammatical pattern easily and meaningfully because
students can make associations between them and comprehend language. When children are exposed
to visual aids, they link them to a certain action, word, or event. Visual aids helped students both to
comprehend English grammatical patterns and to use them appropriately. Macwan’s research (2015)
made an effort to learn how to make language learning become fun if visual aids like clips, episodes,
documentaries, films are in use. Visual aids may enhance the imagination of the students which may lead
to skills like critical thinking, debates and Group Discussions. For example: if someone watches a film,
his speaking, writing and listening skills are cultivated. Visual aids take effects and give more interest in a
presentation or it can be said that they can create excitement. Different visuals in the classroom help to
draw the attention of the learners toward the topics. The use of the visual aids give the learners chances to
activate the necessary background knowledge of any topic. It gives the learners a better idea of the
language culture.
Shabiralyani et al. (2015) investigated the teachers' opinions on the use of visual aids as a motivational
tool in attract students’ attention in reading literary texts. The analysis indicated that a large number of the
teachers and students had positive perceptions of the use of visual aids. The research concluded that using
visual aids stimulates thinking and promotes the learning environment in a classroom. Using visual aids
effectively can change monotonous learning environments. When students have a good and enjoyable
learning experience in the classroom, their own grasp of the subject matter grows. The study provided
information on how students perceived about the usage of visual aids and resources. However, it is also
crucial to redirect teachers opinions, perceptions, experiences, failures and success while using visual aids
resources.
Birinci and Sarıçoban’ study (2021) aimed to investigate how effective is using visual materials in
teaching vocabulary to deaf students. The study's findings indicate that teaching vocabulary to deaf
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students learning English as a foreign language via visual materials is more effective than only using sign
language without visual components.

Research gaps
These studies emphasised the significance of visual materials for foreign language
learning in various ways. They addressed how incorporating visual aids may help make the
message more obvious as well as how using the right visual tools, a new language concept can be
taught more successfully. However, across the reviewed literature, we noticed that the previous
studies’ focus is not on any particular language skill. Hence, we want to focus on a sub-skill,
which is grammar. Therefore, our goal is to find out how effective it is to teach grammatical
items through the use of visual materials to children and then infer the teacher's difficulties when
using visual aids in teaching English language skills, especially grammar.

References
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