Abstract
The pedagogical implications of recent research into paragraphing have rarely been considered by the TESOL community. This paper begins by providing a state‐of‐the‐art research‐based overview of the paragraph and paragraphing from language, learner, teacher, reader and writer perspectives. Following this, a questionnaire‐based investigation into Omani teacher beliefs about paragraphing and pedagogical practice is reported, and these self‐reported data are considered in the light of the relevant research, and similarities and differences are noted. In addition, teacher writing and beliefs are examined and a summary of interview data with teachers about belief‐praxis tensions is provided. It is suggested that researching teacher beliefs and reflecting on areas of tension between prescriptivism and descriptivism is a necessary step in considering how paragraphing pedagogy might be updated.
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.
