The Integration Of Grammar In English Language Teaching: A Study Of Hebei University Efl Teachers’ Beliefs And Practices
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Date
2013-10
Authors
Hongmei, Han
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
This study focuses on teachers’ beliefs and practices in relation to the grammar
teaching in Chinese EFL context. The objectives of the study are to explore Chinese
EFL teachers’ beliefs about grammar and grammar teaching, to examine classroom
practices that characterize teachers’ grammar teaching approach, to investigate the
impact of educational experiences, professional experiences and contextual factors
on teachers’ beliefs and practice with reference to grammar teaching. Participants of
the study were six in-service EFL teachers working at Hebei University in China.
The data in this study were obtained through interviews, classroom observations,
stimulated recalls and teachers’ feedback on students’ compositions. The findings of
the study indicate that teachers held positive beliefs about grammar and grammar
teaching in EFL teaching context. However, several inconsistencies were identified
between teachers’ beliefs and classroom practices. In addition, the research data
reveal that teacher’s beliefs and practices with reference to grammar teaching were
shaped by educational and professional experiences. The data also indicate that
teachers’ beliefs and practices were influenced by specific contextual factors,
including limited instruction time, syllabus, tests, student factors, computer and
internet-based teaching reform and so on. This study provides EFL teachers with
insights into teaching through which they can reflect on their beliefs and improve
instructional practices. It also addresses a need for teacher educators to facilitate
teacher development through the innovation of teacher training programs
Description
Keywords
The Integration Of Grammar , English Language Teaching , A Study Of Hebei University