scholarly journals Dutch teachers' beliefs on linguistic concepts and reflective judgement in grammar teaching

2019 ◽  
Vol 19, Running Issue (Running Issue) ◽  
pp. 1-28 ◽  
Author(s):  
J. van Rijt ◽  
A. Wijnands ◽  
P.-A. Coppen
Keyword(s):  
Grammar Teaching ◽  
Reflective Judgement ◽  
Teachers Beliefs

scholarly journals The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

2016 ◽  
Vol 9 (7) ◽  
pp. 70 ◽  
Author(s):  
Bayan Alghanmi ◽  
Nadia Shukri
Keyword(s):  
Learning Styles ◽  
Teacher Development ◽  
Classroom Environment ◽  
English Language ◽  
Classroom Practices ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
English Language Institute ◽  
The Relationship

<p>Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers’ beliefs of grammar and grammar instruction as well as their practices in the classroom. This case study investigates the relationship between teachers’ beliefs of grammar and grammar instruction and their instructional practices. In the first stage, a sample of 30 teaching faculty members at the English Language Institute (ELI) at the University of Jeddah (UJ), in Saudi Arabia completed a survey discussing their beliefs related to grammar instruction. In the second stage, ten of these teachers were observed in classroom in order to explore the relationship between their beliefs and practices. In the third and final stage, open-ended questions were distributed to the teachers after the observations to better understand the factors that influence their beliefs. The findings reveal that teachers’ beliefs are indeed reflected in their classroom practices. Students’ proficiency level, attitudes toward the language, needs, learning styles, classroom environment, and teacher development are six factors that influence the transformation of teachers’ beliefs regarding grammar and grammar instruction into practices. These findings will help broaden the discussion on how to improve the quality of grammar teaching, particularly in the Saudi EFL classroom.</p>

scholarly journals Teacher Cognition and Grammar Teaching in a Japanese High School

2013 ◽  
Vol 35 (1) ◽  
pp. 29 ◽  
Author(s):  
Masateru Nishimuro ◽  
Simon Borg
Keyword(s):  
High School ◽  
Well Being ◽  
Communicative Language Teaching ◽  
Classroom Observations ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Pedagogical Choices ◽  
Key Features ◽  
Teaching Grammar ◽  
The Relationship

In this paper we examine the relationship between teachers’ practices and cognitions in teaching grammar. A qualitative analysis of classroom observations and interviews with three experienced Japanese teachers of English highlights both the key features of these teachers’ pedagogies in teaching grammar and the cognitions underpinning their work. Their practices were characterized by detailed teacher-fronted explanations of grammatical forms, metalinguistic explicitness, and the use of the L1. These practices were underpinned by the teachers’ beliefs about the value of grammar, though there was little evidence that the teachers’ pedagogical choices were consciously informed by current theoretical or methodological ideas in the field of L2 teaching. Rather, the approach to grammar adopted by the teachers had a strong experiential basis and was influenced by a desire to motivate and promote the well-being of their students as well as by contextual factors such as learners and colleagues. 近年、教師認知の観点からCommunicative Language Teaching (CLT) の導入に関わる考察が多くなされているが、本稿は日本の英語教育の主な関心であり続ける文法指導にその焦点をあてた。日本の高校に勤める経験豊かな３人の日本人英語教師各々に授業観察と観察前後のインタビューからなる質的調査を実施し、文法指導の実践とその実践の根拠となる彼らの教育的信条や認知との関係性を探った。日本語を用いた教師主導の文法形式の説明とメタ言語学的明示性に象徴された彼らの実践は、文法指導に価値をおく彼らの信条が根拠となっていたが、その指導法を採用する判断においては第二言語（外国語）教育分野の理論、方法論を基にしたという根拠はほぼなかった。むしろ彼らの指導法は、教師自身の学習・指導経験が大きな基礎をなし、学習者の動機を高め彼らに人間として良く成長してほしいという願い、学習者や同僚といったコンテクスト要因に影響されていた。

scholarly journals Iranian EFL teachers' beliefs about how to Teach English Grammar

2017 ◽  
Vol 8 (2) ◽  
pp. 335
Author(s):  
Kamran - Janfeshan
Keyword(s):  
Influential Factor ◽  
Substantial Part ◽  
Pedagogical Issues ◽  
Grammar Instruction ◽  
Interconnected System ◽  
Grammar Teaching ◽  
English Grammar ◽  
Teachers Beliefs ◽  
Grammar Rules ◽  
Almost All

The main purpose of this study is to investigate Iranian English teachers' beliefs about how to teach English grammar. For this purpose,forty-three teachers, eighteen females and twenty-five maleteachers from Kermanshah, Iran, participated in this study. To gather data in the studies about teacher beliefs, MacDonald Badger & White, (2001) questionnaire was used (TBQ). The questionnaire used for this study contained close-ended sections that required teachers to respond to statements on a five point Likert scale- as well as open-ended questions that invited teachers to describe or comment on the issue in details. Findingsof the study indicated the extent to whichsome of these teachers’ beliefs became an influential factor in their teaching and actually their stated pedagogical decisions. Consistent with the findings from previous research studies, this study indicates that teachers do possess a vast array of complex beliefs about pedagogical issues (e.g. importance of grammar) including beliefs about students (e.g. their ability to understandgrammar) and classroom practices (i.e. approaches to grammar teaching). It was clear from the teachers’ responses to thequestionnairethat their pedagogic beliefs represented an interconnected system in which some beliefs were central. These core beliefs were seen to influence other lessstrongly held beliefs. One strong core belief that almost all teachers shared was that grammar instruction was not only necessary but it should form a substantial part of the curriculum. Grammar was regarded by the teachers as a declarative set of facts to be learnt. Moreover, grammar instruction was seen to entail the explanation of grammar rules.  

scholarly journals ENGLISH AS A FOREIGN LANGUAGE TEACHERS' BELIEFS ABOUT GRAMMAR TEACHING IN CLASSROOM

2020 ◽  
Vol 1 (1) ◽  
pp. 12-24
Author(s):  
Ananda Fitriyani ◽  
Silih Warni ◽  
Nita Kaniadewi
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Implicit Instruction ◽  
English As Foreign Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Teaching Grammar

This study investigated English as a Foreign Language teachers’ beliefs toward grammar teaching in the classroom. This research paper aimed to explore EFL teachers’ belief about grammar teaching and the factors influencing teachers in shaping their beliefs on grammar teaching. A qualitative study using a semi-structured interview with eight English as foreign language teachers of secondary schools in East Jakarta has been conducted. The result revealed that most teachers believed that grammar was essential. Explicit grammar teaching was also believed to be more effective to be implemented in teaching grammar, yet teachers still used both explicit and implicit instructions. Nonetheless, some teachers believed that implicit instruction that was suggested in the 2013 Curriculum was less effective due to the limited time of English learning in classroom practice. The factors shaping the teachers’ beliefs involved the student factor and the teacher factors which included teachers’ prior education and personal experiences. This research was expected to improve the teaching of grammar practices and suggest an effective approach to be implemented in teaching grammar in EFL context for teachers in classroom.

scholarly journals The Relationship between TESOL Teachers’ Attitudes towards Grammar Teaching and their Grammatical Knowledge

2019 ◽  
Vol 10 (3) ◽  
pp. 42
Author(s):  
Khadija Al Balushi
Keyword(s):  
Unique Contribution ◽  
Teaching English ◽  
Grammatical Knowledge ◽  
Research Attention ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Teachers Attitudes ◽  
Teaching Grammar ◽  
The Impact ◽  
The Relationship

Grammar teaching continues to be a controversy matter in the field of teaching and teacher Education. It is generally agreed that attention to grammatical form is necessary and useful, but many issues related to teaching grammar still needs further research (Barnard & Scampton, 2008:59). This study investigated the relationship between Omani TESOL (teaching English to speakers’ of other languages) teachers’ attitudes towards grammar teaching and their grammatical knowledge. A questionnaire was used to collect data from 40 respondents teaching English in Omani schools. The findings showed that there was a positive correlation between teachers’ attitudes towards grammar teaching and their grammatical knowledge. However, there were no effect of gender on teachers’ grammatical knowledge and no effect of teaching experiences on attitude towards grammar teaching. The findings indicated that the final model of standard multiple regression showed that teachers attitudes towards grammar, gender, experience, age and the educational phase they teach in did not make a statistically significant unique contribution to the prediction of their grammatical knowledge. Such findings suggest directions for further studies in investigating the influence of language teachers’ attitudes/knowledge on their classroom practices.INTRODUCTIONIn recent years, grammar teaching has regained its rightful place in language curricula. Language teaching professionals are now of the belief that grammar cannot be ignored, and that without a good grammatical knowledge, learners’ language development can be severely constrained (Baleghizadeh & Farshchi, 2009). Grammar teaching and learning has attracted significant research attention. For example, many studies examined teachers’ explicit or declarative knowledge about grammar (e.g. Shuib, 2009; Andrews, 1994; Bloor, 1986). These studies showed that learners and teachers had encountered inadequate levels of grammatical knowledge. Other studies focussed on L2 and FL teachers’ beliefs about teaching grammar (Baleghizadeh & Farshchi, 2009; Borg& Burns, 2008). Borg and Burn’s (2008) study indicated that teachers expressed very strong beliefs in the need to avoid teaching grammar in isolation and reported high levels of integrating grammar in their practices. Baleghizadeh and Farshchi’s (2009) study revealed that teachers’ beliefs could be traced back to their long experience of teaching textbooks that heavily draw on deductive approaches to teaching grammar. Yet, we have to fully understand whether teachers’ attitudes towards grammar teaching have an influence on their grammatical knowledge. This is important because teachers’ attitudes/beliefs play a major role in influencing what they do in the classroom (Borg, 2006; Borg, 2003). Moreover, Shulman (1987) stressed that in order to teach grammar appropriately teachers need both grammatical knowledge and the skills “pedagogical content knowledge”. Thus, the current study focused on in-service TESOL teachers’ attitudes towards grammar teaching, and their grammatical knowledge to see if there is a correlation between the two and whether other background differences affect their knowledge of and attitudes towards grammar. This might help teacher educators to see the relationship as well as the impact of

scholarly journals Teachers’ Beliefs versus Learners’ Beliefs in Grammar Teaching: Harmonizing Teaching and Learning for Adult Learners’ Improved Proficiency in English

2017 ◽  
Vol 6 (7) ◽  
pp. 130 ◽  
Author(s):  
Iftikhar Ahmad ◽  
Muhammad Sabboor Hussain ◽  
Noor Raha Mohd Radzuan
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Grammar Teaching ◽  
Efl Context ◽  
Proficiency Level ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teaching Learning

The study tends to explore the possible reforms to raise the proficiency level of the adult English as Foreign Language (EFL) learners. With this end in view, it investigates non-native EFL teachers’ beliefs in relation to adult learners’ beliefs in teaching grammar to university students in the Saudi Arabian EFL context. It finds out the harmony and disharmony between the teachers at the giving end and the taught at the receiving end to create a culture of awareness and to build a better teaching-learning environment. The study tries to fill the existing research gap as no previous research has tried to find out the solution to the problem from this angle. The main data collection tools are two five-point Likert-scale questionnaires, administered to 70 non-native EFL teachers and their 80 adult students. Teachers and learners have been selected based on stratified random sampling. Quantitative data have been analyzed using the statistical package for social sciences (SPSS). The major findings of the study are that there is discrepancy in the grammar teaching beliefs of the EFL teachers and the taught and there is a communication gap between them which result into low English proficiency level of the EFL adult learners.  Eventually, pedagogical implications of the lack of harmony between the teachers’ teaching creeds and the learners’ learning demands/expectations are provided for effective grammar teaching and better EFL classroom environment. The study recommends a better communicative harmony in both the stakeholders to bring reforms in adult education in EFL context.

ISOLATED AND INTEGRATED GRAMMAR TEACHING IN TERTIARY EFL CONTEXT: INDONESIAN TEACHERS’ BELIEFS

2020 ◽  
Vol 1 (1) ◽  
pp. 17-30
Author(s):  
Elisabet Titik Murtisari ◽  
Laura Salvadora ◽  
Gita Hastuti
Keyword(s):  
English Language ◽  
Small Scale ◽  
Practical Reasons ◽  
Primary Role ◽  
Structured Interviews ◽  
Focus On Form ◽  
Language Program ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Focus On Forms

While there are a lot of debates surrounding isolated and integrated grammar teaching, there is still limited research on their uses in EFL settings with larger class sizes and different learning environments. To fill in this gap, this case study investigates teachers’ beliefs toward isolated grammar teaching (Focus on Forms/FoFs) and integrated grammar teaching (largely a version of Focus on Form/FonF) in the context of EFL tertiary language study in Indonesia. The data were obtained by conducting semi-structured interviews with 10 Indonesian teachers of a private university’s English language program. In general, the teachers tended to value one of the approaches for different aspects, but there was less consensus on their effectiveness to promote students’ ability to apply grammar in context. In spite of this, most considered the approaches to complement each other. Nevertheless, over half of the participants indicated that isolated grammar teaching should assume a primary role in their context for practical reasons. Drawing on mostly teachers' experience in grammar teaching, this small-scale research offers more crucial insights into how isolated and integrated grammar teaching like FonFs and FonF are viewed at a more practical level amidst controversies on how to best teach grammar.

scholarly journals Effective Foreign Language Teaching: a Matter of Iranian Students’ and Teachers’ Beliefs

2011 ◽  
Vol 4 (2) ◽  
pp. 46 ◽  
Author(s):  
Mahyar Ganjabi
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Efl Students ◽  
Computer Based ◽  
Iranian Students

This paper reports on a study that investigated the beliefs about language learning of 120 Iranian EFL students and 16 EFL teachers. The primary aim of the study was to reveal whether there was any difference between the beliefs of Iranian students and teachers regarding different aspects of language learning such as grammar teaching, error correction, culture, target language use, computer-based technology, communicative language teaching strategies and assessment. Data were collected using a 24-item questionnaire. It was concluded that there were some differences between the Iranian students’ and teachers’ beliefs regarding what procedures were most effective in bringing about language learning. Discussion of the findings and implications for further research are also articulated.

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