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Language in Cognition and Affect pp 295–314Cite as

Teachers’ Beliefs About EFL Grammar Learning and Teaching

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Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

Teachers’ beliefs have recently become a prominent area of investigation within the field of English Language Teaching. In response to the considerable flexibility permitted in the shape of grammar instruction nowadays, the present study aimed to investigate Polish teachers’ and teacher trainees’ beliefs about grammar knowledge, learning grammar and teaching grammar. The results indicated a considerable inclination among the study participants toward traditional, structure-based options in learning and teaching, manifested in strong beliefs about the effectiveness of providing clear rules by the teacher, rote learning, and the use of translation as a grammar teaching technique; on the other hand, they also indicated an appreciation of communicative, context-based teaching. Some differences between teachers’ and trainees’ beliefs were recorded, but were not systematic enough to reveal any regularities. The findings lead to the conclusion that the grammar-related beliefs held by the study participants were balanced between preferences for teacher-centered, traditional, explicit teaching and communication-oriented teaching, which takes into account the needs of the learners.

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Authors and Affiliations

  1. Adam Mickiewicz University, Poznań, Poland

    Aleksandra Wach

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  1. Aleksandra Wach
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Correspondence to Aleksandra Wach .

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Editors and Affiliations

  1. , Institute of English, Opole University, Pl. Kopernika 11, Opole, 45-040, Poland

    Ewa Piechurska-Kuciel

  2. , Institute of English, Opole University, Pl. Kopernika 11, Opole, 45-040, Poland

    Elżbieta Szymańska-Czaplak

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Wach, A. (2013). Teachers’ Beliefs About EFL Grammar Learning and Teaching. In: Piechurska-Kuciel, E., Szymańska-Czaplak, E. (eds) Language in Cognition and Affect. Second Language Learning and Teaching. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-35305-5_17

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  • DOI: https://doi.org/10.1007/978-3-642-35305-5_17

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