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The Integration Of Grammar In English Language Teaching: A Study Of Hebei University Efl Teachers’ Beliefs And Practices

This study focuses on teachers’ beliefs and practices in relation to the grammar teaching in Chinese EFL context. The objectives of the study are to explore Chinese EFL teachers’ beliefs about grammar and grammar teaching, to examine classroom practices that characterize teachers’ grammar teaching a...

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Main Author: Hongmei, Han
Format: Thesis
Language:English
Published: 2013
Subjects:
P101-410 Language. Linguistic theory. Comparative grammar
Online Access:http://eprints.usm.my/45742/1/Han%20Hongmei24.pdf
http://eprints.usm.my/45742/
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spelling my.usm.eprints.45742 http://eprints.usm.my/45742/ The Integration Of Grammar In English Language Teaching: A Study Of Hebei University Efl Teachers’ Beliefs And Practices Hongmei, Han P101-410 Language. Linguistic theory. Comparative grammar This study focuses on teachers’ beliefs and practices in relation to the grammar teaching in Chinese EFL context. The objectives of the study are to explore Chinese EFL teachers’ beliefs about grammar and grammar teaching, to examine classroom practices that characterize teachers’ grammar teaching approach, to investigate the impact of educational experiences, professional experiences and contextual factors on teachers’ beliefs and practice with reference to grammar teaching. Participants of the study were six in-service EFL teachers working at Hebei University in China. The data in this study were obtained through interviews, classroom observations, stimulated recalls and teachers’ feedback on students’ compositions. The findings of the study indicate that teachers held positive beliefs about grammar and grammar teaching in EFL teaching context. However, several inconsistencies were identified between teachers’ beliefs and classroom practices. In addition, the research data reveal that teacher’s beliefs and practices with reference to grammar teaching were shaped by educational and professional experiences. The data also indicate that teachers’ beliefs and practices were influenced by specific contextual factors, including limited instruction time, syllabus, tests, student factors, computer and internet-based teaching reform and so on. This study provides EFL teachers with insights into teaching through which they can reflect on their beliefs and improve instructional practices. It also addresses a need for teacher educators to facilitate teacher development through the innovation of teacher training programs 2013-10 Thesis NonPeerReviewed application/pdf en http://eprints.usm.my/45742/1/Han%20Hongmei24.pdf Hongmei, Han (2013) The Integration Of Grammar In English Language Teaching: A Study Of Hebei University Efl Teachers’ Beliefs And Practices. PhD thesis, Universiti Sains Malaysia.
institution Universiti Sains Malaysia
building Hamzah Sendut Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Sains Malaysia
content_source USM Institutional Repository
url_provider http://eprints.usm.my/
language English
topic P101-410 Language. Linguistic theory. Comparative grammar
spellingShingle P101-410 Language. Linguistic theory. Comparative grammar
Hongmei, Han
The Integration Of Grammar In English Language Teaching: A Study Of Hebei University Efl Teachers’ Beliefs And Practices
description This study focuses on teachers’ beliefs and practices in relation to the grammar teaching in Chinese EFL context. The objectives of the study are to explore Chinese EFL teachers’ beliefs about grammar and grammar teaching, to examine classroom practices that characterize teachers’ grammar teaching approach, to investigate the impact of educational experiences, professional experiences and contextual factors on teachers’ beliefs and practice with reference to grammar teaching. Participants of the study were six in-service EFL teachers working at Hebei University in China. The data in this study were obtained through interviews, classroom observations, stimulated recalls and teachers’ feedback on students’ compositions. The findings of the study indicate that teachers held positive beliefs about grammar and grammar teaching in EFL teaching context. However, several inconsistencies were identified between teachers’ beliefs and classroom practices. In addition, the research data reveal that teacher’s beliefs and practices with reference to grammar teaching were shaped by educational and professional experiences. The data also indicate that teachers’ beliefs and practices were influenced by specific contextual factors, including limited instruction time, syllabus, tests, student factors, computer and internet-based teaching reform and so on. This study provides EFL teachers with insights into teaching through which they can reflect on their beliefs and improve instructional practices. It also addresses a need for teacher educators to facilitate teacher development through the innovation of teacher training programs
format Thesis
author Hongmei, Han
author_facet Hongmei, Han
author_sort Hongmei, Han
title The Integration Of Grammar In English Language Teaching: A Study Of Hebei University Efl Teachers’ Beliefs And Practices
title_short The Integration Of Grammar In English Language Teaching: A Study Of Hebei University Efl Teachers’ Beliefs And Practices
title_full The Integration Of Grammar In English Language Teaching: A Study Of Hebei University Efl Teachers’ Beliefs And Practices
title_fullStr The Integration Of Grammar In English Language Teaching: A Study Of Hebei University Efl Teachers’ Beliefs And Practices
title_full_unstemmed The Integration Of Grammar In English Language Teaching: A Study Of Hebei University Efl Teachers’ Beliefs And Practices
title_sort integration of grammar in english language teaching: a study of hebei university efl teachers’ beliefs and practices
publishDate 2013
url http://eprints.usm.my/45742/1/Han%20Hongmei24.pdf
http://eprints.usm.my/45742/
_version_ 1651867890957156352
score 13.211869

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