Abstract
This article will examine how a group of trainee English teachers in the French education system deal with grammar in their classrooms, and more generally what their representations and perceptions of grammar are with respect to teaching English within the broadly task-based approach to language teaching that is recommended by the French national authorities. The study is based on a corpus of questionnaires, interviews and grammar evaluations carried out with twelve semi-qualified trainee teachers (those having obtained the CAPES exam) and three unqualified teachers (those needing to re-sit the CAPES). The study took place during the first semester of the 2018-2019 academic year. Although it is inevitably difficult to draw general conclusions from such a small corpus, this pilot study gives some initial insight into the subject, allowing for reflection on the evolution of language teacher-training in France.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
