Mastery of Grammatical Competence among Teachers in the English Foreign Language Area

Abstract

Mastery of a foreign language has become an increasingly important issue in the Dominican Republic, especially for foreign language teachers, particularly those who teach English. These professionals are committed to ongoing training and achieving proficiency in the language, aware of their role in opening up new opportunities for their students. The development of this linguistic competence not only facilitates access to international scholarships and cultural exchange programs, but also promotes the integration of students into a more competitive labor market, with opportunities for decent and well-paid employment. Grammatical competence is the central focus of many foreign language (English) teachers nationwide, which is why it is relevant to investigate their level of proficiency in this specific area.

This research adopted a descriptive methodological approach. The sample consisted of eight extended-day polytechnic educational centers, all located in urban areas, with a total of 16 foreign language (English) teachers. A diagnostic assessment focused on grammatical competence, consisting of ninety-nine items, was used as a data collection tool. The results revealed that the participants had a level of English classified as upper intermediate. However, significant difficulties were evident in specific areas, particularly in the use of the gerund and in the formulation of questions in the present perfect tense. In conclusion, the study recommends that it is necessary to continue strengthening teachers’ skills by implementing programs tailored to their particular needs. It is also crucial that similar studies be conducted in other educational districts to obtain other perspectives on the grammatical competence of teachers in the area of English as a foreign language.