Grammatik utan panik - En forskningsöversikt om lyckad grammatikundervisning med fokus på innehåll, lärarroll och konkreta undervisningsupplägg

Abstract

Despite the fact that grammar teaching has been part of the content of the Swedish subject for a long time, it is possible to discern divisions between the role of grammar in school and how it is valued. Although the subject plan states that students should work on their grammar skills, there is a negative view on the subject among students, upcoming teachers and active teachers. In addition, teachers tend to educate grammar in a non-evidence-based way. The purpose of the following research overview is to identify what is included in successful grammar teaching based on content, teacher's role and concrete teaching methods. The study is a thematic analysis based on 32 sources. Firstly, the results show that successful grammar teaching contains linguistic metaconcepts, threshold concepts and contextualized teaching. Secondly, the result show that the teacher's role in successful grammar teaching includes broad pedagogical and subject knowledge. In addition, a successful teaching role also means taking responsibility for teaching and a positive attitude towards grammar. Thirdly, the results show several teaching methods which, according to research, contribute to successful grammar teaching. A pattern that can be seen from the results is that evidence-based content functions in different ways as a tool to understand student's current level of knowledge. A further pattern is that the teacher's knowledge and attitudes towards grammar influence the outcome of grammar education. A pattern regarding the teaching methods is that many of the methods include exploratory conversations about grammar. Finally, it is stated that the research overview is a contribution to a more evidence-based grammar teaching. Further research on grammar didactics is requested.