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South African Journal of Education, v34 n1 Article 882 2014

Despite the worldwide curriculum innovations to teach English through meaning-focused communicative approaches over the years, studies report that most language teachers still follow transmission-based grammar-oriented approaches. It is known that the success of any curriculum innovation is dependent on teachers. Therefore, given that teaching grammar has always been a central, but problematic domain for language teachers, what teachers believe and do regarding grammar instruction is an important issue that needs to be investigated. However, studies that research teachers and their grammar teaching are rare, and almost non-existent at the elementary-level English teaching contexts. Therefore, through a questionnaire given to 108 teachers and a focus-group interview, the present study investigated Turkish primary-level English language teachers' beliefs and practice patterns of teaching grammar, and the reasons behind these patterns. The results revealed that teachers predominantly prefer the traditional "focus-on-formS" approach, which indicates a serious clash with teachers and curriculum goals, on the one hand, and theoretical suggestions on the other. The paper ends with discussions and suggestions for teacher education and language policy-making.

Descriptors: Foreign Countries, Language Teachers, Teacher Attitudes, Language Attitudes, Second Language Instruction, English (Second Language), Grammar, Questionnaires, Focus Groups, Beliefs, Preferences, Teaching Methods, Educational Practices, Pattern Drills (Language), Elementary School Teachers, Interviews

Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index





Autor: Uysal, Hacer Hande; Bardakci, Mehmet

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1506&id=EJ1136452







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