Résumé:
The present dissertation explores EFL teachers’ viewpoints and practices of the Bite-Sized Approach (BSA) application in teaching English grammar. Grammar is a language component that is essential to the mastery of the language and the four skills. The EFL teacher attempting to achieve the learning objectives of the grammar course needs to choose effective methods/approaches/techniques to meet the learners’ needs. Struggling to use properly grammar rules is a problem that commonly exists in EFL classroom, which may affect learners speaking, writing, reading, and listening. One of the many hurdles the students face to grasp the grammatical input are related to content length, lecture duration, memorization, motivation, and allocated time devoted to practice in comparison to theory. In the light of this, the research aims to collect information on teachers’ perspectives about the use of the Bite-Sized Approach to overcome the learning difficulties. For the foregoing reasons, the study adopts the quantitative descriptive design with the use of teachers’ questionnaire, administered to twenty-two (n=22 taken out from 59 teachers) of Grammar and Written Expression modules at the Department of English, University 8 Mai 1945-Guelma. As a result, the compiled data confirm the research hypothesis; which implies that EFL teachers are aware of the beneficial application of the BSA in teaching grammatical content; which can assist students to enhance their grammatical proficiency. The findings reveal that teachers make use of the BSA principles in delivering grammatical content, which they find effective in facilitating the learning process, and it enables students to grasp and put into practice the learned grammatical knowledge.
