Teachers’ Practices and Beliefs About Grammar Teaching

2019 ◽  
Vol 2018 (1) ◽  
pp. 214
Author(s):  
Kyonmi You
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Instructional Decisions ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Grammar Teaching ◽  
Multiple Data ◽  
Language Classrooms ◽  
Major Factors ◽  
English Language Institute

Even though grammar teaching plays a central role in most language classrooms, few investigations of teachers’ beliefs and practices in grammar teaching have been conducted. Hence, our understanding of how teachers teach grammar and of the thinking informing their instructional decisions is still underdeveloped. This study was conducted with two language teachers who were teaching at a private English language institute in Hawaii. Using multiple data sources, I investigated how the teachers approach grammar in their classrooms and explored the beliefs behind their instructional decisions. Even though the teachers reported positive beliefs about communicative methods, they relied on traditional teaching methods for grammar in the classroom. The teachers’ personal learning and teaching experiences were major factors in shaping their beliefs and eventually affected their practices in regards to grammar teaching. 文法指導は多くの場合、語学授業の中で中心的な役割を果たしている。しかしながら、文法指導や文法指導に対する教師の考え方に焦点を絞った研究は多くなく、結果、それらに対する私たちの理解は十分とはいえない。本研究は、ハワイにある私立の英語学校で教える、二人の語学教師を対象に行われた。複数のデータ収集方法を使いて、文法の指導方法、文法指導に関する教師の考え方について調査し考察を行った。それにより、対象となった教師たちは、コミュニカティブな指導法について肯定的な反応を示していた。しかし、実際の文法指導においては伝統的な指導方法に頼っていた。また文法指導に関する考え方や実際の指導方法の形成には、教師自身の言語学習の経験や、それまでの教育経験が大きな影響を与えていることが明らかになった。

scholarly journals Changes and Challenges in the Teaching of Grammar in the Age of Disruption

2021 ◽  
Vol 1 (1) ◽  
pp. 01-06
Author(s):  
Luisito M. Nanquil
Keyword(s):  
English Language ◽  
Poor Performance ◽  
Language Teachers ◽  
Esl Teachers ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
Long Time ◽  
Private And Public ◽  
Language Assessments ◽  
Development Of Language

The teaching of grammar during classroom meetings is entirely different from the grammar instruction in the new normal. The learning and teaching atmosphere has been more challenging in the contemporary time because people want to be safe and secure as they do transactions. The widespread threats of the pandemic forced humanity to observe mandatory policies and protocols in work, school, and home. Development of language skills is a long time thrust by which ESL teachers carry among their schools. In the Philippine setting, both private and public school teachers share common problems in a different context and situation. The importance of grammar skills can be reflected on the various tasks and activities performed by people in the worksite, academe, and industry. As such, language teachers confront the issues and challenges in the actual ESL classroom where students are expected to learn and master grammar skills among others. Not all students have a good language facility as shown by poor performance in the English language assessments. Some students dislike inclusion of grammar lessons in the curriculum for fear of being unable to participate in the class and produce outputs. This paper aims to identify and describe the challenges (in the time of pandemic) experienced by language teachers on the teaching of grammar in the local Philippine context. Before the study culminated, the researcher has decided to get the views of experts and experienced ESL teachers about this problem and/or issue. It is a fact that has been observed and proved by many teachers not just ESL area but other majors that having grammar competence can help both students and professionals to achieve their goals and perform communicative tasks in the workplace. Results of the study provided insights and tips on how language teachers can make grammar teaching effective and relevant despite changes in setting and environment.

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 Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

scholarly journals English as a Foreign Language (EFL) Learners’ Perceptions on the Effectiveness of the Internet to Enhance their Learning

2020 ◽  
Vol 8 (3) ◽  
pp. 25
Author(s):  
Ziad Abdulrahman Al-Muwallad
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Vital Role ◽  
Language Teachers ◽  
The Internet ◽  
King Saud University ◽  
Learning And Teaching ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Preparatory Year

This study attempted to investigate the vital role of the internet in enhancing the learning of reading. In addition, the study aimed to measure the students’ attitudes towards the internet and to identify to what extent the internet was employed in their reading classes. Moreover, the study aimed to explore the challenges that they encountered while using the internet in their learning of reading. In order to achieve these goals, the researcher used the descriptive analytical approach and used the questionnaire as the main data collection tool. The study sample comprised 50 Saudi EFL male students in the preparatory year at King Saud University in Saudi Arabia. The findings of the study showed that students perceived that the internet is important in the process of reading comprehension learning and teaching with positive attitudes towards the internet. Results showed that the top challenges of using of the internet for reading learning/teaching are lack of students’ knowledge to know what to read on the internet, the short time of the class, and the students’ lack of the skills and knowledge to use the internet for academic purposes. Furthermore, the results showed that the students mostly used the internet for playing games, social networking, and learning vocabulary. It is recommended that English language teachers should be encouraged to use the internet in their language classes as it is valuable for their students to enhance their reading comprehension skills.

Faith - Based Teacher Emotional Experiences: A Case Study of a Veteran English Lecturer in China

2018 ◽  
Vol 41 (4) ◽  
pp. 532-551 ◽  
Author(s):  
Xiaowei Ding ◽  
Peter I. De Costa
Keyword(s):  
Identity Development ◽  
English Language ◽  
Religious Faith ◽  
Language Teachers ◽  
Central Position ◽  
Emotional Experiences ◽  
Faith Based ◽  
Multiple Data ◽  
Second Language Pedagogy

Abstract The exploration of links between faith and second language pedagogy has been underexplored, and the emotional experiences of English language teachers of religious faith are even less studied in applied linguistics circles. This qualitative case study is an effort to address this gap in the research by investigating the faith-based emotional experiences of May, a veteran English lecturer practicing Buddhism in China, by drawing on multiple data sources that include interviews, classroom observations, WeChat conversations, student evaluations, and researcher journals. Our findings revealed that (1) May’s emotional experiences were strongly driven by and deeply derived from her Buddhist faith and other aspects of identity in the classroom; (2) her faith-based emotional experiences were dynamic and fluid; (3) her faith-based identity occupied a central position alongside her professional identities and had a transformative influence on both her emotional experiences and her identity development; and (4) the interactions among her emotional experiences, multiple identities, and pedagogical praxis were complex and reciprocal. The research implications, limitations and future directions are also discussed.

scholarly journals Supplementary Resources Materials in English Language Classrooms: Development and Implementation

2018 ◽  
Vol 32 (1) ◽  
pp. 251-260
Author(s):  
Tek Mani Karki
Keyword(s):  
English Language ◽  
Group Discussion ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Teaching Materials ◽  
Teacher Needs ◽  
Language Classrooms ◽  
Major Factors ◽  
Teaching Learning ◽  
English Language Classrooms

Supplementary resource materials are additional but more useful in English language teaching (ELT). The teacher needs to supplement materials to promote motivation, which is one of the key factors influencing learning. However, there is a lack of study what supporting materials the teachers are using in English language classrooms for teaching learning purposes. This paper attempts to explore the supplementary teaching materials selected and used in ELT classrooms of community schools in Nepal. The information was collected through observations, interviews and focus group discussion. It was found that non-technical visual supplementary teaching materials were used more than technical and audio/audio visual ones. Most of the materials were used for reading and writing purposes. Teachers’ knowledge about technology, carefulness in using appropriate instructional materials/techniques, infrastructure and existing facilities of schools, are the major factors that affect to use the supplementary materials successfully in classrooms.

Podcasting as a Next Generation Teaching Resource

2009 ◽  
pp. 350-365 ◽  
Author(s):  
Jenny Ang Lu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
Wide Range ◽  
Potential Applications ◽  
English Language Teachers ◽  
Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

Triggering effect of CLIL practice on English as a lingua franca awareness

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 387-397
Author(s):  
Şebnem Yalçın ◽  
Yasemin Bayyurt ◽  
Benan Rifaioğlu Alahdab
Keyword(s):  
Classroom Practice ◽  
English Language ◽  
Language Use ◽  
Instructional Practice ◽  
Lesson Plans ◽  
Language Teachers ◽  
Lingua Franca ◽  
Language Classrooms ◽  
English Language Teachers ◽  
English Language Classrooms

Abstract The present study explores whether/how CLIL practice at primary English language classrooms raises English language teachers’ awareness towards their language use from an English as a lingua franca (ELF)-aware perspective. English language teachers in a CLIL program completed a survey about their classroom practice and their opinions about their English language use in the classroom. They also shared their lesson plans to showcase their everyday teaching. The findings revealed that although CLIL practice presented challenges for language teachers, their experience enabled participants to conceptualize themselves as ‘competent English language users’ instead of non-native English language teachers. Moreover, the findings suggested that teachers’ CLIL experience enabled them to become aware of the three major components of ELF awareness; namely, awareness of language and language use, awareness of instructional practice, and awareness of learning.

scholarly journals Empirical studies on foreign language learning and teaching in China (2008–2011): A review of selected research

2013 ◽  
Vol 47 (1) ◽  
pp. 56-79 ◽  
Author(s):  
Xuesong (Andy) Gao ◽  
Yanyi Liao ◽  
Yuxia Li
Keyword(s):  
Language Learning ◽  
English Language ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Language Performance ◽  
Learning And Teaching ◽  
Wide Range ◽  
Research Scholarship ◽  
Teachers Professional Development

In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future.

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