Grammar Teaching Beliefs

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CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
This study investigates the beliefs of second language / L2 teachers about grammar teaching. It explored the influence of the school settings and classroom practices on these beliefs and practices and vice versa. This chapter consists of a brief overview of the teachers’ beliefs, grammar teaching and various features and methodologies of teaching grammar in the classroom. The researcher discuses different views, assumption and speculations about the grammar and its role in the major language teaching methods. It will develop an understanding of how and in what ways the views about grammar and grammar teaching assist to shape beliefs about teaching grammar.
2.2 Teachers’ Beliefs
Raths and McAninch …show more content…

Beliefs presented a person’s personal knowledge, which are shaped from the experience acquired by cultural transmission and implicit theories that guide actions (Pajares, 1992). According to Oxford Advanced Learner’s Dictionary (1995) is defined as “it is the procedure of attaining knowledge over a period time by seeing and doing things rather than by studying”. Brog, (2003) distinguishes sixteen terms which are part of language teacher beliefs. He states that beliefs can be conscious and unconscious impact on the teacher practices and actions. The thoughts of human beings and their activities are according to their nature that are arranged in the light of the facts that how individuals see and how they think about their actions. Beliefs are influenced by social, cultural, and personal …show more content…

So individuals form their beliefs from childhood, that are the outcome of the education attained at schools or based on personal experiences (Johnson 1994). These beliefs are formed by education, earlier experiences and earlier knowledge, either as a learner or as a teacher. In other words, beliefs are based on how the teachers were taught and how they were learned. So beliefs may be developed on the basis of students’ needs. Teachers’ beliefs are derived from educational principles, teachers’ personalities and school practices. Beliefs about teaching, teachers’ beliefs are about students, the procedure of learning, nature of teaching, curriculum and the way of learning how to teach effectively. Teachers’ beliefs have impacted on lesson planning, maintaining the discipline in the classrooms, persuading the students. Richards (1996) claims that beliefs are the product of teachers' development and they reflect their experience of teaching and learning, their philosophies of teaching and learning, their teacher education experiences.
Beliefs are both intera- personal and interpersonal that are started from persons general speculations and background from they belong. So, social and cultural variables are involved in shaping their beliefs. Burns (1996) highlights three interconnected levels that are involved in shaping

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