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 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。

Grammar in the Language Classroom: A Case Study of Teachers’ Attitudes and their Actual Behaviour in the Class

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Mozhgan Azimi
Keyword(s):  
Action Theory ◽  
Comparative Method ◽  
Language Teachers ◽  
Teaching English ◽  
English Grammar ◽  
Teachers Beliefs ◽  
Beliefs And Practice ◽  
Teachers Attitudes ◽  
Teaching Grammar

The purpose of this paper was to explore the language teachers’ attitudes towards teaching English grammar. In addition, this study compared the teachers’ beliefs and their actual behaviors in the class. The “Action Theory” was chosen regarding this issue. It was investigated if there was any compatibility between their beliefs and practice or not and in case of incompatibility, the subjects were aware of it or not. This paper also tried to explore the reasons of this incompatibility as well as to find out the factors that influenced the teachers’ actual behaviors in the class. The present study is a case study done in a semi-government language center in Mashhad, Iran. Three female language teachers were selected as subjects for this research. To identify the language teachers’ attitudes towards teaching English grammar, a series of observations was done. And also, some interviews with three English teachers were planned to make known their attitudes towards teaching grammar. The Constant Comparative Method (CCM) was used to analyze the data obtained from observations and interviews. The findings of this study revealed that sometimes there was no compatibility between beliefs and actual behaviors. Most of the time, teachers were not aware of this incompatibility.   Keywords - Attitudes, Grammar, Belief, Behavior, Action Theory and Compatibility

The impact of cloud-enabled process integration on supply chain performance and firm sustainability: the moderating role of top management

2018 ◽  
Vol 23 (6) ◽  
pp. 500-517 ◽  
Author(s):  
Himanshu Shee ◽  
Shah Jahan Miah ◽  
Leon Fairfield ◽  
Nyoman Pujawan
Keyword(s):  
Supply Chain ◽  
Information And Communication Technologies ◽  
Structural Equation ◽  
Moderating Effect ◽  
Top Management ◽  
Supply Chain Performance ◽  
Unique Contribution ◽  
Content Type ◽  
The Impact ◽  
The Relationship

PurposeTheorising from the intersection of supply chain and information systems (IS) literature, this study aims to investigate supply chain integration (SCI) as a multidimensional construct in the context of cloud-based technology and explores the effect of cloud-enabled SCI on supply chain performance, which will eventually improve firm sustainability from a resource-based view (RBV). In addition, the moderating effect of top management is explored.Design/methodology/approachUsing cross-sectional survey data collected from a sample of 105 Australian retail firms, this study used structural equation modelling to test the hypothesised relationship of cloud-enabled SCI with performance in a theoretical model.FindingsResults show that cloud-based technology has positive effect on SCI, and the cloud-enabled SCI is positively related to supply chain performance which eventually influenced firm sustainability. Further, top management intervention moderates the relationship between supplier and internal integration with supply chain performance. But it is found to have no moderating effect on the relationship between customer integration and supply chain performance.Practical implicationsRecognising the potential benefits of emerging cloud-based technologies reported in this study, retail managers need to understand that higher order SCI requires the support of cloud-based technology to improve supply chain performance and firm sustainability.Originality/valueThis research extends prior research of information and communication technologies-enabled SCI and its effect on supply chain performance which overly remains inconsistent. In addition, IS literature abounds with discussion on cloud computing technologyper se, and its adoption in supply chain is overly rhetoric. This study fills this gap by conceptualising the multiple dimensions of SCI enabled by cloud-based technology and the way it affects supply chain and firm sustainable performance. Investigating SCI in context of cloud-based technology is a unique contribution in this study. The moderating effect of top management in this decision also adds to the current body of literature.

Work Values and Its Impact on Managerial Effectiveness: A Relationship Study in Indian Context

2016 ◽  
Vol 20 (4) ◽  
pp. 300-311 ◽  
Author(s):  
Geeta Rana ◽  
Renu Rastogi ◽  
Pooja Garg
Keyword(s):  
Regression Analysis ◽  
Work Values ◽  
Deep Understanding ◽  
Global Competition ◽  
Managerial Effectiveness ◽  
Research Attention ◽  
Indian Context ◽  
Relationship Study ◽  
The Impact ◽  
The Relationship

Competent managers are very important assets to any organization as they drive it to success through the challenges of global competition. Managerial effectiveness has gained much research attention in recent years due to its importance to the organization as a whole. The purpose of this study is to test the impact of work values on managerial effectiveness in Indian organizations. To this end, a survey was conducted on a sample of 300 managers working in different organizations in India. The article employs factor analysis, Pearson’s r and step-wise multiple regression analysis to determine the effect of work values on managerial effectiveness. Findings indicate that work values have a positive and significant relationship with managerial effectiveness. The study provides valuable implications for practitioners and researchers by providing a deep understanding of the relationship between work values and managerial effectiveness, and between the dimensions and aspects of the two constructs. Practitioners could use the findings of the study to identify which work values influence managerial effectiveness most and work towards incorporating those values in the organizational culture.

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>

The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Dogan Yuksel ◽  
Adem Soruç ◽  
Jim McKinley
Keyword(s):  
Individual Differences ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Educational Background ◽  
Beliefs And Practices ◽  
Special Training ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
The Impact ◽  
The Relationship

Abstract This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153 h of classroom observations from 51 Turkish EFL teachers at two different universities, and teachers’ beliefs were gathered by a task about OCF. The results showed that teachers’ beliefs and practices were consistent on the aspects of perceived effectiveness, grammatical errors, implicit and explicit feedback. However, their beliefs and practices were inconsistent regarding lexical, phonological errors, and timing of OCF. The results also revealed that of the three individual differences, teaching experience most impacted the consistency between beliefs and practices, thus showing the greater role of teaching experience over special training and educational background on the consistency between beliefs and practices about OCF.

Evaluating the Relationship between Cognitive Style and Pre-Service Teachers’ Preconceived Notions about Adopting Console Video Games for Use in Future Classrooms

2013 ◽  
Vol 3 (2) ◽  
pp. 55-76 ◽  
Author(s):  
Rudy McDaniel ◽  
Robert Kenny
Keyword(s):  
Video Games ◽  
Cognitive Style ◽  
Field Independence ◽  
Fields Of Study ◽  
Measuring Field ◽  
Potential Impact ◽  
Teachers Attitudes ◽  
The Impact ◽  
The Relationship ◽  
Console Game

This article explores the impact of perceptual cognitive styles on pre-service teachers’ attitudes toward video games. Using a cognitive style continuum measuring field dependence and field independence, the authors conducted an exploratory study to measure the potential impact of cognitive style on pre-service teachers’ dispositions towards the use of games in their future classrooms. Results showed that participants who planned on becoming teachers were generally found to be more field dependent than peers who elected other major fields of study. These participants also demonstrated a general reluctance towards using console games in their future classroom situations. After the brief experience playing the console game, however, these pre-service teachers’ attitudes changed significantly with regards to their game playing attitudes and preferences.

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.

Association Between Dating Violence and Behavioral and Health Outcomes Among Early Adolescents From Denmark: The Role of Exposure to Childhood Maltreatment

2020 ◽  
Vol 35 (5) ◽  
pp. 690-711
Author(s):  
Sidsel Karsberg ◽  
Ruby Charak ◽  
Ask Elklit
Keyword(s):  
Child Maltreatment ◽  
Dating Violence ◽  
Childhood Maltreatment ◽  
Unique Contribution ◽  
Adolescent Dating Violence ◽  
Related Factors ◽  
Health Related ◽  
The Impact ◽  
The Relationship

AimTo examine the unique contribution of child maltreatment victimization on the association between adolescent dating violence (ADV) and four negative behavioral and health-related factors.MethodIn total, 2,934 7th grade students (M = 13.5, SD = .5) filled out questionnaires at school. Binominal logistic regression was performed to assess the impact of child maltreatment on the relationship between ADV and behavioral and health-related factors.ResultsAfter child maltreatment was taken into account, associations between ADV and the negative behavioral and health-related factors became weaker.ConclusionsThe findings from the present study suggest that focusing on one victimization type (such as ADV) when examining psychological outcomes, can be problematic as the causal relationship may be misrepresented when an adolescent's broader victimization profile and context is not considered.

The relationship between input and literacy and metalinguistic development: A study with Chinese–English bilinguals

2018 ◽  
Vol 24 (1) ◽  
pp. 26-45 ◽  
Author(s):  
Li-Jen Kuo ◽  
Yu-Min Ku ◽  
Zhuo Chen ◽  
Melike Ünal Gezer
Keyword(s):  
School Context ◽  
Metalinguistic Awareness ◽  
Hierarchical Regression ◽  
Unique Contribution ◽  
Language And Literacy ◽  
Academic Settings ◽  
The Usa ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

The purpose of this study was to examine the relationship between input and literacy/ metalinguistic development in bilingual children. Participants included fourth-grade Chinese-English bilinguals from Taiwan and the USA. The two groups were comparable in socioeconomic status, non-verbal IQ, and the amount of literacy instruction in Chinese and English, but the bilingual participants from Taiwan had more exposure to Chinese and less exposure to English outside of school than their US counterparts. A battery of standardized and researcher-developed measures of literacy and metalinguistic skills were administered in English and Chinese. Results showed that, in general, the greater the amount of input, the more superior the linguistic/metalinguistic development. However, advantages associated with input appeared to be offset by a more balanced bilingual experience on measures that assessed higher levels of metalinguistic awareness. In addition, hierarchical regression analyses showed that morpho-syntactic awareness made a unique contribution to reading comprehension beyond that by vocabulary and morphological awareness only among the participants in Taiwan. The findings make several noteworthy contributions to research on input among bilingual learners. Firstly, the present study highlights the importance of recognizing the variations of bilinguals who speak the same pair of languages, and the impact of linguistic input outside of the school context on language and literacy development in academic settings. Secondly, findings from the present study call for a broader conceptualization of the relationship between input and linguistic/metalinguistic development, and underscore the importance of examining how input may impact the relationship of linguistic and metalinguistic variables. Finally, the present study highlights the need to re-conceptualize input. Indicators of input should go beyond to the quantity or quality of exposure to the assessed language, and be expanded to include the degree of balance in both languages.

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