The Relationship between Teachers' Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

Autor/inn/en	Alghanmi, Bayan; Shukri, Nadia
Titel	The Relationship between Teachers' Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context
Quelle	In: English Language Teaching, 9 (2016) 7, S.70-86 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Teacher Attitudes; Grammar; Teaching Methods; Correlation; English (Second Language); Second Language Instruction; Case Studies; Beliefs; Observation; Language Proficiency; Student Needs; Cognitive Style; Classroom Environment; Faculty Development; Statistical Analysis; College Faculty; Questionnaires; Qualitative Research; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Belief; Glaube; Beobachtung; Language skill; Language skills; Sprachkompetenz; Cognitive styles; Kognitiver Stil; Klassenklima; Unterrichtsklima; Statistische Analyse; Fakultät; Fragebogen; Qualitative Forschung; Saudi-Arabien
Abstract	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. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01