Grammar in Language Education: Insights From Portuguese Sixth Graders

ABSTRACT The present paper presents the findings of research on the beliefs of primary school students (aged 11–12) about grammar instruction and its relationship to language learning and education. The present study sought to analyze the beliefs of 372 sixth‐grade students from 10 different school clusters in the Lisbon metropolitan area. To this end, a survey was administered in a research study that employed a mixed‐methods approach. The findings indicate that students’ views on grammar are primarily centered on the assumption that grammatical knowledge improves oral, reading, and writing skills, reflecting an instrumental view of grammar. It is noteworthy that the overwhelming majority of students, including those who face challenges with grammar, recognize the significance of grammar instruction in language education. Nevertheless, their perceptions of classroom practices suggest the persistence of transmissive methodologies. A comprehensive analysis of students’ perspectives, motivation levels, and challenges reveals a discrepancy between the perceived importance of grammar instruction and its perceived effectiveness. It is imperative to comprehend this discrepancy to implement adaptations that ensure the effective leveraging of grammatical knowledge. Such adaptations can promote the reading, writing, and speaking skills that the majority of students seek to achieve.