Abstract
<p>Grammar is “a system of rules governing the conventional arrangement and relationship of words in a sentence” (Brown 1994) which can facilitate the acquisition of a foreign language and is conducive for cultivating comprehensive language competence. Most teachers regard grammar as a frame of English learning. The grammar teaching beliefs held by teachers can affect their practical teaching behaviors in class, thus can have different teaching results in the end. Therefore, through quantitative and qualitative research, this paper aims to investigate the present status of grammar beliefs of high school students as well as teachers’ beliefs and their grammar teaching behaviors, analyze and compare the similarities and differences between them. The result shows that teachers’ grammar teaching has the tendency of communicative teaching while students’ grammar beliefs have the characteristic of integration of communicative and traditional grammar teaching. Teachers’ grammar teaching behaviors can basically be consistent with their grammar teaching beliefs.</p>
Highlights
Kagan (1992) proposed that teachers’ beliefs were a kind of special and personal implicit presumption about teaching practice. Phipps and Borg (2009) pointed out that teaching behaviors were not purposeful, were controlled over by some teaching beliefs pointing to the certain teaching purpose, contents and target
The grammar teaching beliefs held by teachers can affect their practical teaching behaviors in class, can have different teaching results in the end
Through quantitative and qualitative research, this paper aims to investigate the present status of grammar beliefs of high school students as well as teachers’ beliefs and their grammar teaching behaviors, analyze and compare the similarities and differences between them
Summary
Kagan (1992) proposed that teachers’ beliefs were a kind of special and personal implicit presumption about teaching practice. Phipps and Borg (2009) pointed out that teaching behaviors were not purposeful, were controlled over by some teaching beliefs pointing to the certain teaching purpose, contents and target. Kagan (1992) proposed that teachers’ beliefs were a kind of special and personal implicit presumption about teaching practice. Teachers’ teaching behaviors to some extent is the external performance of teaching beliefs. Most studies concern about the relationship between teachers’ beliefs and behaviors. This study conducts an analysis of teachers’ grammar teaching beliefs and behaviors and focuses on the comparison between teachers’ grammar teaching beliefs and students’ grammar beliefs. Understanding teachers’ and students’ beliefs has important significance to practical teaching. It is of necessity to explore the present status of high school English teachers’ grammar beliefs and behaviors as well as students’ grammar beliefs, comparing the similarities and differences between them
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