Teaching and Testing Grammar in Moroccan Departments of English Studies across Reforms





Educational reform; grammar; testing; syllabus; grammatical competence.


 This article purports to examine how the expectations of the educational reforms in Moroccan higher education have impacted the teaching and testing of tertiary level grammar. In particular, the hypothesis we defend here is that teaching and testing tertiary level grammar remain constant; therefore, the impact of the various reforms on tertiary level testing is of little consequence. In pursuance of this aim, this paper uses a qualitative approach and content analysis method of the course descriptions of the grammar courses that were suggested across the various reforms. The course descriptions we attempt to analyze are adopted in the English Studies tracks of four major departments in Moroccan universities. The main dimensions that we look at and examine here as the measures for our comparative evaluation are; course objectives, time allotted, the syllabi they contain, teaching methodology, and evaluation modes. The findings confirm that the various reforms, have had little impact on the teaching and testing of grammar in higher education. The paper concludes by suggesting a few pedagogical recommendations vis-à-vis the teaching and testing of grammar in Moroccan Departments of English studies.


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How to Cite

Harrizi, M. ., & Loutfi, A. (2021). Teaching and Testing Grammar in Moroccan Departments of English Studies across Reforms . The International Journal of Applied Language Studies and Culture, 4(1), 1–19. https://doi.org/10.34301/alsc.v4i1.30