Teacher’s Grammar: Teaching Beliefs and Practices. A Research on What Second Language Teachers Think, Know, Believe and How It Tallies With Their Practical Methods, Approaches and Standards of Teaching

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Date

2014

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Publisher

Wydawnictwo Naukowe UAM

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Gramatyka nauczyciela: przekonania i praktyki nauczycielskie. Badanie tego, o czym myślą i co wiedzą nauczyciele języków obcych i stopnia odzwierciedlenia tego w praktyce metodycznej, podejściu i standardach pedagogicznych

Abstract

This study examines the relationship between grammar teaching beliefs and practices. The sample of teachers consists of thirty-tree foreign language teachers. They provided insights into how they are familiarised with teaching methods and approaches and how the grammar is taught in reality. Moreover, the study refers to The Common European Framework of Reference for Languages (CEFR), according to which the practical knowledge should be measured. The nature of teachers’ theories is illustrated with examples from classroom research on grammar teaching. The results suggest that the majority of these teachers possess clearly defined theoretical beliefs, which consistently reflect one particular methodological approach. Some implications of this study for language teacher education are also discussed.

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Keywords

grammar teaching, second language teaching, communicative language teaching, beliefs, practices

Citation

Studia Edukacyjne, 2014, nr 33, s. 367-392

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ISBN

978-83-232-2879-0

ISSN

1233-6688

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Rights Creative Commons

Creative Commons License

Uniwersytet im. Adama Mickiewicza w Poznaniu
Biblioteka Uniwersytetu im. Adama Mickiewicza w Poznaniu
Ministerstwo Nauki i Szkolnictwa Wyższego