How Do Students Encounter English Grammar Items After Their Initial Introduction?

Analyses of Junior High School Textbooks and Teacher Questionnaires

Abstract

This study explored how previously learned grammar is revisited in junior high school English classes from two perspectives. Repeated exposure is essential for effective learning. However, the increasing number of vocabulary words and newly introduced grammatical items in today’s junior high school curriculum make it difficult to allocate sufficient classroom time. Within this context, this study investigated how students encounter previously learned grammar by analyzing the frequency of its appearance in textbooks (Study I) and conducted a questionnaire survey among junior high school teachers (Study II). The findings revealed that, while certain grammatical items appeared frequently in textbooks, others did not. The questionnaire revealed that more than 90% of the surveyed teachers acknowledged the importance of reinforcing previously learned grammar when items reappeared in the curriculum. Further studies are required to determine the most effective methods of maximizing students’ exposure to previously learned grammar.