‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy

Abstract

The paper focuses on teachers' cognitions (their beliefs, feelings, and under standings) about subject matter. The teachers discussed in the paper teach English to secondary students in Hong Kong. Their cognitions are all concerned with grammar and grammar pedagogy. Drawing on analyses of quantitative and qualitative data, the paper addresses four questions:1. Are there associations between particular cognitions about subject matter and specific factors of teacher background?2. Are there associations between particular cognitions about subject matter and levels of knowledge of subject matter?3. Are there general patterns in teachers' cognitions about subject matter?4. Are there patterns of association between teachers' cognitions about subject matter and their perceived pedagogical practice?In relation to the first two questions, survey data from 170 teachers revealed no significant associations between their cognitions about subject matter and such background factors as years of teaching experience and place or subject of first degree. There were, however, interesting patterns of association between the data about the teachers' beliefs and test results indicating those teachers' levels of language proficiency and explicit knowledge of grammar and grammatical terminology. Interviews (supported by classroom observation) were the main source of data relating to the third and fourth questions. Data from 17 teachers revealed patterns of cognitions about subject matter, which appeared to associate with certain pedagogical practices. At the same time, there was considerable variation between individuals. A follow-up paper will examine the uniqueness of the individual teacher's cognitions and of their association with pedagogical practice, using a case-study approach involving classroom data and interview.