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 Teaching grammar: issues and challenges

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Norhaida Aman
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Classroom Practices ◽  
Traditional Approach ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Service Training ◽  
Teaching Grammar ◽  
The Relationship ◽  
Explicit Discussion

The relationship between teachers’ beliefs and their instructional practices has attracted educational researchers’ attention. The literature on teachers’ beliefs and classroom practices suggests that a sound understanding of those beliefs is extremely helpful in developing and implementing useful programs and effective in-service training. This study explores the complex relationship between the beliefs and practices of teachers from primary schools in Singapore, specifically looking at how instructional strategies are reflections of teacher beliefs on grammar instruction.Overall, the teachers who participated in this survey unanimously agree that grammar is important and has to be taught in primary school. They believe that grammar consists of rules of sentence formation, and the use of accurate tenses, and that grammar should focus on both form and meaning. Explicit discussion of grammatical rules in the classroom is thought to be extremely important in helping students acquire the English language and develop their writing skills.In terms of their classroom practices, the data suggests a more traditional approach of explicit teaching of grammar where rules and sentence structures are first taught to students and brought to their attention.

scholarly journals Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices

2018 ◽  
Vol 8 (6) ◽  
pp. 115
Author(s):  
Yaseen Alzeebaree ◽  
Hussein Ali Ahmed ◽  
Idrees Ali Hasan
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Classroom Practices ◽  
Corrective Feedback ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Oral Corrective Feedback ◽  
Almost All ◽  
Academic Qualifications ◽  
The Relationship

The current research explores the relationship between the beliefs and the actual classroom practices of the Kurdish teachers of English as a foreign language (EFL) regarding oral corrective feedback (OCF). To collect the data required, a questionnaire was administered to 8 Kurdish teachers of EFL of different academic qualifications from three different schools, and likewise a 5-hour audio-recorded classroom observation was carried out with the same sample. The findings revealed that almost all teachers’ beliefs were identical with their actual practices with regard to who should provide OCF. In contrast, there was a discrepancy between their stated beliefs and practices in classroom regarding the timing of OCF, how to provide OCF and which types of errors to correct. The teachers highlighted the importance and the effectiveness of providing corrective feedback in EFL settings.

scholarly journals A Showcase Study on ELF-oriented Classroom Practices in a General English Course

2021 ◽  
Vol 9 (5) ◽  
pp. p61
Author(s):  
Shahinaz Abdullah Bukhari
Keyword(s):  
Complexity Theory ◽  
Subject Matter ◽  
English Language ◽  
Classroom Practices ◽  
Language Teaching ◽  
Global Dimension ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Raising Awareness ◽  
The Relationship

The lingua franca status of English in transcultural settings questions the orthodox pedagogical principles and mainstream approaches of English language teaching. To mirror the relationship between English as a subject matter and English as a globalised sociolinguistic phenomenon, some scholars call for revisiting the conventional approaches of pedagogy. Still, the response to the call for a transition from the monocentric methods of English language teaching is slow. Teachers have multiple concerns about how to incorporate a global dimension into a general English language course for undergraduates. The present study aims to address this gap by offering a practical example of how to address English as a lingua franca phenomenon in a general English language course. The study showcases classroom practices for raising awareness of today’s complexity of English use as a worldwide lingua franca. Ten Saudi undergraduates at a Saudi university participated in the study. The study shares the participants’ critical reflections on what they have learned from the course. Analysis of the participants’ reflections reveal that approaches based on complexity theory increased their familiarity with English linguistic diversities, developed their transcultural awareness and improved their ability to cope with English functional and contextual diversities. It is hoped that this showcase study can provide some guidance for the further implementation of a global dimension in other contexts.

scholarly journals Factors Affecting the English Language Preparedness of College Freshman Students

2021 ◽  
Vol 12 (2) ◽  
pp. 252
Author(s):  
Fengyi Ma
Keyword(s):  
Elementary Education ◽  
Learning Styles ◽  
Classroom Environment ◽  
English Language ◽  
Teaching Method ◽  
School Facilities ◽  
Learning Materials ◽  
Factors Affecting ◽  
Freshman Students ◽  
The Government

This study determined the factor that affects the level of preparedness in the English language of the College of Education (COED) freshman students majoring in Elementary Education. Eighty (80) students were chosen as the participants of this study. A survey questionnaire was used to explore the students' opinions by considering six factors that may have affected their preparedness in English: Prior knowledge of the second language of learners, students' motivation, learning styles of students, instructional methods of teachers, classroom setting, and school amenities. The findings revealed that the classroom environment and the classroom and school facilities affected their preparedness. Moreover, the teacher's availability of learning materials, teaching method, and student's motivation were also additional factors that affected them. The results imply that the government should do its best to provide these students with facilities and more learning materials. As a result, the English I course teachers should consider all these when teaching English to enhance their preparedness.

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 From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar

2018 ◽  
Vol 34 (4) ◽  
pp. 1019-1043
Author(s):  
Adriana Cardoso ◽  
Susana Pereira ◽  
Teresa Leite ◽  
Encarnação Silva
Keyword(s):  
Exploratory Study ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Language Education ◽  
Paradigm Change ◽  
Language Awareness ◽  
Grammar Teaching ◽  
Self Perceptions ◽  
Conceptual Changes ◽  
The Relationship

ABSTRACT The goal of this paper is to discuss representations about grammar teaching of Portuguese L1 teachers. It draws on the exploratory study designed to identify the invariants and divergences in self-perceptions about L1 grammar teaching of trainees in different training situations: in-service teachers, pre-service teachers and bachelor’s students. The study focus on student’s and teacher’s acknowledgment of the Portuguese L1 Curriculum (Reis et al. 2009), which conveys a clear paradigm change in Portuguese language education, assuming that grammar teaching is based upon language awareness development. The results show an evident gap between students and teachers in what concerns the familiarity with the Portuguese L1 Curriculum and teaching strategies. However, some puzzling convergent points are the importance attributed to grammar and poor linguistics background. The results analysis draws attention to the relationship between teacher cognition and practice, highlighting fragilities in teacher education and potential conceptual changes that may lead to effective changes in classroom practices.

scholarly journals Input vs. intake in formative assessment and explicit grammar teaching Do the students understand what we are talking about?

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Lenka Garshol
Keyword(s):  
Formative Assessment ◽  
Case Studies ◽  
English Language ◽  
Grammar Instruction ◽  
Language Curriculum ◽  
Inverted Classroom ◽  
Grammar Teaching ◽  
Language Classrooms ◽  
Explicit Grammar ◽  
Grammar Knowledge

The relevance of explicit grammar instruction in foreign language classrooms has been discussed widely in the past, but there is no consensus regarding what is the best approach or how much time should be spent on explicit grammar teaching. This paper presents the results of three studies which focus on students’ knowledge of explicit grammar, their understanding of metalinguistic terminology, and their ability to correct agreement errors in their texts as a response to formative assessment. In the first study, the effect of different types of formative feedback on the improvement in agreement marking accuracy was tested. As there were no statistically significant differences found, two follow-up case studies were conducted to test the possible causes of the observed lack of effect. The first of the case studies tested the effect of formative assessment in a process writing task, but there was only limited effect found. The second case study focused on testing explicit grammar knowledge and understanding of metalinguistic terminology in an inverted classroom setting. The results suggested that the understanding of metalinguistic terminology was rather low, and the knowledge of explicit grammar was varying. The students found the task difficult. The Norwegian English language curriculum gives the teachers freedom to choose their methods and only sets requirements for the results of the students. These three studies show that there is a need for a discussion of the relevance, methods, and extent of explicit grammar teaching and the use of metalinguistic terminology in formative assessment in English language classrooms in Norway.

scholarly journals EXAMINING THE BELIEF CHANGE OF LIBYAN TEACHERS OF ENGLISH WHO UNDERTAKE POSTGRADUATE STUDIES ABROAD

2017 ◽  
pp. 33-56
Author(s):  
Fatma Elzawawi
Keyword(s):  
Professional Development ◽  
English Language ◽  
Significant Contribution ◽  
Belief Change ◽  
English Language Teaching ◽  
Beliefs And Practices ◽  
Studying Abroad ◽  
Teachers Beliefs ◽  
Postgraduate Studies ◽  
The Relationship

Recent research has made a significant contribution to the exploration of teachers' beliefs and the relationship between teachers' beliefs and practices. This paper reports on a study in which I investigated the beliefs about English Language Teaching of ten experienced Libyan teachers of English who were engaged in MA and PhD studies abroad. Diaries and interviews were used in the data collection. Two aspects of their beliefs were examined: whether, and how, their beliefs changed as a result of studying abroad, and the sources of these beliefs. In this study, it was found that while some of the teachers' previously held beliefs changed and others remained the same, in every case awareness of alternative beliefs had been raised. In addition, the results also showed that the beliefs held by this group of Libyan teachers were derived from a variety of sources, and had been influenced by more than one source, with consequent effects on their teaching perceptions and practices. Key words: Teacher Believes, Belief Change, Professional Development, Libya.

Sign in / Sign up

Export Citation Format

Share Document