Unpacking the Discrepancy between Learner and Teacher Beliefs: What should be the Role of Grammar in Language Classes?

Rabia Hos,Mustafa Kekec

doi:10.12973/eu-jer.4.2.70

Abstract

<p style="text-align:justify">Learner and teacher beliefs play an important role in second language (L2) learning. Furthermore, the role of grammar instruction and error correction in the L2 classroom is a topic that is still debated in the literature. This study explored the beliefs of EFL learners and teachers regarding the controversial role of grammar instruction and error correction. A total of 17 instructors and 60 students at a private Turkish university participated in the study. The participants completed an open-ended questionnaire and interviewed regarding their beliefs about grammar instruction and error correction. Themes emerging from the qualitative data were identified. As a result of this study, it can be said that both learners and teachers believed in the importance of grammar in language and error correction, however there were some differences between the learners and teachers regarding the use of native language in grammar teaching and other areas of grammar teaching.</p>

Highlights

Understanding learner and teacher beliefs has been an important part of education
Given the significance of learner and teachers’ beliefs in specific aspects of language learning, this study has explored the beliefs held by English as a Foreign Language (EFL) learners about grammar instruction and error correction
The findings revealed that learners studying English as a second language and those studying as a foreign language had different beliefs about grammar instruction and error correction

Summary

Introduction

Understanding learner and teacher beliefs has been an important part of education. A belief is a “mental state that is accepted as true by the person holding it” Beliefs are influenced by our emotions they may be conscious or unconscious (Borg, 2001). Since beliefs determine our thoughts and behavior, learners’ and teachers’ beliefs about language learning play a significant role in their acquisition of language. Learners often have beliefs about language learning based upon their prior experiences. This is especially true for older learners (Davis, 2003). Exploring the beliefs of learners would allow teachers to develop lessons that cater to the needs of individual learners and provide flexibility (Brown, 2009)

Methods

Results

Discussion

Conclusion