scholarly journals THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA

2016 ◽  
Vol 16 (1) ◽  
pp. 133
Author(s):  
Cecilia Titiek Murniati ◽  
Angelika Riyandari
Keyword(s):  
Language Policy ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Grammar Teaching ◽  
English Language Policy ◽  
Teachers Beliefs ◽  
Special District ◽  
Teaching Grammar

Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.

Teachers’ beliefs and students’ experiences

2016 ◽  
Vol 6 (4) ◽  
pp. 177-186
Author(s):  
Jana Beresova
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Choice Response ◽  
Cultural Dimension ◽  
Intercultural Communicative Competence ◽  
Ongoing Research ◽  
Response Formats ◽  
Teachers Beliefs

The article is based on the preliminary results of an ongoing research project that seeks to explore intercultural communicative competence of language teachers and university students. The article reports teachers’ beliefs and students’ experiences concerning intercultural communicative competence teaching and learning, gained by means of questionnaires. As Likert-type scales use fixed choice response formats and are designed to measure attitudes and opinions, they were used in the measurement of students’ statements that were asked to be evaluated in a survey, carried out in three different periods (steps). Teachers’ beliefs result from a long questionnaire, focused on data about how teachers perceive the cultural dimension of English language teaching and learning. The conclusions are based on data collected in a five-year study that need further investigation in the currently run project. Several recommendations for pre-service and in-service teacher training are commented on in the end.   Keywords: teaching English, learning English, acquiring target culture, intercultural communicative competence.

scholarly journals Grammar Learning At Tertiary Level In Indonesia: A Curriculum Development Of Genre-Task Based Approach

2020 ◽  
Vol 1 (8) ◽  
pp. 41
Author(s):  
Wuwuh Asrining Surasmi ◽  
Suparti Suparti ◽  
Eka Fadilah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Tertiary Level ◽  
Grammar Teaching ◽  
Grammar Learning ◽  
Based Instruction ◽  
Task Based Instruction

This article explores the grammar learning in two influential English language teaching (ELT) curriculum approaches to tertiary level and the potential approach to interweave them. The two prominent approaches shaping language learning in Indonesia are communicative language teaching (CLT) specified in Task-based Instruction and Genre approaches rooted in Systemic Functional Language (SFL). Given the various curriculum which comes and goes, bringing together with miscellaneous methods or approaches, it is urgently needed to adapt rather than adopt the wholesale methods or approaches by making the nexus between those two aproaches to fit the context. This article aims at revisiting creative and innovative grammar teaching and learning at tertiary educational level. We elucidate how those approaches foster English as a Foreign Language (EFL), notably, how grammar should be learnt and assessed through them.

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 A Critical Review of Grammar Teaching Methodologies in the Saudi Context

2018 ◽  
Vol 11 (11) ◽  
pp. 65
Author(s):  
Abeer Sultan Althaqafi
Keyword(s):  
Second Language Acquisition ◽  
English Language ◽  
English Language Teaching ◽  
Educational Institutions ◽  
Grammar Teaching ◽  
Study And Teaching ◽  
Efl Teachers ◽  
Teaching Grammar ◽  
Changing Role

‘Grammar is the business of taking a language to pieces, to see how it works’ (Crystal, 1996, p. 6). The study of grammar has fascinated people for many years, especially in the field of second language acquisition (SLA). However, in recent years people became uncertain about its value. Consequently, some educational institutions ceased to teach it, others teach it very selectively (Crystal, 1996; Ellis, 2002). To know grammar means to know more about how to manipulate the parts of a sentence in order to provide a meaningful expression. Teaching grammar has been subjected to a tremendous change, particularly throughout the twentieth century. There has always been a development in thinking about the nature of language which has enabled people to see the point of the study and teaching of grammar. Also, there have been quite a number of adaptations of various methodologies of teaching grammar. This language component (grammar) has been always the centre of pedagogical attention. The aim of this project is to discuss the changing role of teaching grammar from a Saudi teacher’s perspective, and to explore why some Saudi EFL teachers might wish to change their approach to teaching grammar and how they might do so. In addition, the following section will try to shed light on some of the salient grammar methods throughout the field of English language teaching (ELT) and provide some implications for EFL teachers and learners.

The Reflections of English as a Foreign Language Teachers’ on the Use of Virtual Reality in Classroom Practice (International Black Sea University Case)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Bilal Ozkan
Keyword(s):  
Virtual Reality ◽  
Foreign Language ◽  
Black Sea ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Teachers Perceptions ◽  
Positive Effects ◽  
Efl Teachers

The aim of this study is to investigate English as a Foreign Language (EFL) teachers’ perceptions about thepossible integration of Virtual Reality (VR) tools into English Language Teaching (ELT). The Study highlights theuse of VR technology in teaching and learning process and its effect on the quality of lessons by consideringConstructivist Approach. The study was held among EFL teachers in Intensive English Language Program atInternational Black Sea University. The participants of the study were 10 EFL teachers who participated for fourweeks in VR workshop sessions, two hours per week. Qualitative and Quantitative approaches were adopted tocollect the data considering teachers’ perceptions towards using the VR for learning and teaching purposes. Afterthe completion of the workshop sessions, the data were obtained from questionnaires and interviews. The resultsshow that the VR tools in classrooms may have significant positive effects on class motivation. The participants ofthe study also developed positive attitudes towards VR tools although they did not have any experience of usingVR technology before. The results of the study also suggest that applying VR in EFL classes may increase students’autonomy and responsibility for their studies. Furthermore, the study reveals teachers’ positive experiences usingVR in EFL classes enhances their level of technology usage in class.

scholarly journals Constructing Grammar Instruction in the Omani ELT System: A Critical Literacy Perspective

2015 ◽  
Author(s):  
Ali Al-Issa
Keyword(s):  
Critical Literacy ◽  
Education System ◽  
English Language ◽  
School Curriculum ◽  
Critical Discussion ◽  
English Language Teaching ◽  
Grammar Instruction ◽  
Structured Interviews ◽  
English Language Policy ◽  
Teaching Grammar

Debate in the literature has been ongoing about whether to teach English language grammar explicitly, implicitly or integrate both approaches to achieve optimal learning. This research paper, hence, discusses this issue from an ideological perspective with a particular reference to the Omani English language teaching (ELT) education system. The paper triangulates data from various semi-structured interviews made with different agents involved in the Omani ELT education system, the pertinent literature, The Philosophy and Guidelines for the Omani English Language School Curriculum, which I will herewith refer to as the National English Language Policy/Plan (NELP), other policy texts and the English language national syllabus – Our World Through English (OWTE) Teacher’s Guide. The critical discussion revealed various contesting ideologies about teaching grammar in the Omani ELT system and the crucial role of teachers in the effective policy implementation or otherwise. The study has important implications for other similar contexts around the world.

scholarly journals Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature

2017 ◽  
Vol 10 (4) ◽  
pp. 78 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Classroom Teachers ◽  
Learner Beliefs ◽  
Teachers Beliefs ◽  
Form Part ◽  
Language Teaching And Learning

Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers’ beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning. Teachers’ beliefs have a deep impact on their classroom principles. The realization of this relationship is very important for teachers to prepare and implement their new syllabus. Teachers’ beliefs affect what they accomplish in their classroom, their attitudes, and their learner’ beliefs. They guide teachers to adopt their teaching strategies for coping with their teaching challenges, shape language learners’ learning environment, their motivation and their language ability. In this study, the researchers define the term belief, explain the nature of teachers’ beliefs, express sources of teachers’ beliefs, and finally mention some previous studies on teachers’ beliefs. The review of related literature revealed that investigating teachers’ beliefs will help them change their methods to teaching and learning over time in order to bring about more improvement for language learners.

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