http://wjel.sciedupress.com World Journal of English Language Vol. 9, No. 2; 2019 Published by Sciedu Press 38 ISSN 1925-0703 E-ISSN 1925-0711 Rethinking of Self-monitoring and Self-response in Teaching Grammar Knowledge to Iranian ELT Teachers Gholamreza Parvizi 1 , Alireza Kargar 2 1 Department of Foreign Languages, Alborz University, Qazvin, IR, Iran 2 Department of Foreign Languages, Lotestan University, Lorestan, IR, Iran Correspondence: Gholamreza Parvizi, Department of Foreign Languages, Alborz University, Qazvin, IR, Iran. Received: June 3, 2019 Accepted: June 12, 2019 Online Published: June 14, 2019 doi:10.5430/wjel.v9n2p38 URL: https://doi.org/10.5430/wjel.v9n2p38 Abstract In the present days, learning and teaching researchers have emphasized the charge which teachers, tutors, and trainers‟ constraint knowledge treat in re-sizing and trimming what they perform in educational space. Regarding English language as a subject to teaching, although the prominence of instructor knowledge about language grammar has also been stressed, but the lack of empirical insight into the relationship between teachers‟ self-monitoring of grammar knowledge and self- response have been observed. With particular attention to the grammar, this article indicates and discusses information obtained from self – feedback and conversing to teachers of a kind who backwash the issue. The result of the study indicates that enabling teachers to progress and maintain a logical and realistic awareness of their knowledge about the grammar have to be prominent goal for teacher‟s education and development programs. Keywords: grammar knowledge, self-monitoring, self-response, teaching grammar, language teaching programs. Keywords: self-rethinking, self-response, teaching grammar, ELT teacher 1. Introduction Cognitive science is a relatively new field emerging in the mid – 1950 with the work of cognitive psychologists, linguists such as (Chomsky, N., 1957) and the establishment of artificial intelligence as a research areas. The study of cognition in language learning deals with „mental representation and information process‟ and seeks to develop „functional and neurological descriptions of the learning processes which, through exposure to representative experience, result in change, development, and the emergence of knowledge‟. The usefulness of a cognitive approach to grammar instruction in ESL/EFL becomes clear when we consider the problem with purely communicative approaches. These communicative approaches tend to be based on theories which distinguish between language acquisition and learning. These theories claim but experiencing it meaningfully, as a tool for communication – perhaps with target grammar structures physically highlighted or embedded within communicative activities such as task – or content – based activities as recommended by current „focus – on – the form „ approaches to grammar instruction. This view may be acceptable for many ESL classrooms, although considerable research shows that when students receives only communicative lessons, with no instruction on grammar points, their level of accuracy suffers. However, such an approach is not useful by itself in EFL context because adequate access to communicative use of English is not usually available, and students need to develop accurate English grammar and vocabulary skills to pass exams. According to (Chastain, K., 2019) a cognitive learning has three components: 1) input, 2) information process, and 3) output. In information processing approach, the top – down and bottom – up processing are suggested to operate simultaneously to interpret incoming information. Here the individual combines new information from input with existing information stored in the long – term memory – new knowledge being developed from the interaction of input with prior knowledge. (Chastain, K., 2019) pointed out that knowledge has been divided into two general types: 1) procedural /implicit knowledge which is the knowing of how to do something and is generally unconscious, 2) declarative /explicit knowledge: is knowledge about something. It is factual information which is conscious, and is thought to consist of proposition (language – based representation) and images (perception – based representation).