Student Teacher Beliefs on Grammar Instruction

Autor/inn/en	Graus, Johan; Coppen, Peter-Arno
Titel	Student Teacher Beliefs on Grammar Instruction
Quelle	In: Language Teaching Research, 20 (2016) 5, S.571-599 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168815603237
Schlagwörter	Student Teachers; Grammar; Second Language Learning; Second Language Instruction; Teaching Methods; Student Teacher Attitudes; English (Second Language); Undergraduate Students; Foreign Countries; Role; Teacher Education; Language Teachers; Preferences; Statistical Analysis; Questionnaires; Likert Scales; Factor Analysis; Netherlands + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Rollen; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Statistische Analyse; Fragebogen; Likert-Skala; Faktorenanalyse; Niederlande
Abstract	The role of grammar teaching in foreign language education is a controversial one both in second language acquisition (SLA) research and language pedagogy and, as a result, a potential source of confusion to student teachers. The objective of this study was to gain insight into the beliefs on grammar teaching of student teachers of English as a foreign language enrolled in undergraduate and postgraduate teacher education programmes at Dutch universities of applied sciences. To this end a questionnaire was developed and validated based on four construct pairs from SLA literature: meaning- versus form-focused instruction, focus on form (FonF) versus focus on forms (FonFs), implicit versus explicit instruction, and inductive versus deductive instruction. Overall, respondents (n = 832) were found to prefer form-focused, explicit, inductive instruction, and FonFs. However, higher-year undergraduates' and postgraduates' results showed a trend towards a preference for more meaning-focused and implicit instruction, and FonF. When learner level was factored in, however, these forms of language instruction were considered subordinate to more traditional form-focused approaches for teaching higher-level language learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01