TEACHERS' BELIEFS & GRAMMAR INSTRUCTIONS

Teachers' Beliefs and Grammar Instructions

1INTRODUCTION1

1.1Teachers' cognition1

1.1.1Importance of Grammar2

2LITERATURE REVIEW2

2.1Approaches of teaching Grammar2

A.Grammar as a product3

B.Grammar as a process3

C.Grammar as a skill4

2.1.1Explicit and Implicit Knowledge4

2.1.2Explicit and Implicit Learning5

2.1.3Explicit and Implicit Instruction7

2.1.4Teaching Grammar in Saudi Arabia7

2.1.5Purpose of Study8

2.1.6Research Questions9

3METHODOLOGY9

3.1Participants9

3.2Context9

3.3Instrument9

3.4Validity and Reliability10

3.5Data Collection11

3.6Data Analysis12

3.7Limitations/Threats12

References13

4APPENDIX16

QUESTIONNAIRE16

Teachers' Beliefs and Grammar Instructions

INTRODUCTION

Teachers' cognition

Simon Borg is a notable name in the area of teachers' cognition. He defined teachers' cognition as “the unobservable cognitive dimension of teaching - what teachers know, believe, and think” (Borg 2003, p.81). Hence, the field of instructors' cognition presents us with another opportunity: to review the instruction of language from the teachers' perspective. For example, language learners are of the common and traditional view that mastery of any language depends upon achievement of proficiency in its grammatical aspect. This perspective remains concentrated to the learners' circle, and in some instances it can also be applied to the teachers. Studies conducted by (Chia 2003, pp.117-217) and (Burgess & Etherington 2002, pp.433-458) revealed that instructors' approach towards teaching was deductive and formal. A study conducted by (Brumfit et al 1996, pp.70-87) found out that teachers who are teaching grammar (of any language) as a second language, themselves have a superficial view of grammar being composed entirely of rules, format and structure. Such results advise that new methods of teaching grammar as a second language are ineffective when reviewed on the basis of their impact on reshaping the teacher's own understanding. A number of reasons account for that, including the fact that teachers only apply and forward what themselves had been taught, as suggested by (Clark & Peterson 1986, pp.255-296).

Importance of Grammar

There are different views regarding the importance of learning the grammar of a certain language for achieving proficiency in it. Some authors are of the view that complex and advanced-level communication, inference, and expression cannot take place properly without understanding grammar. Others are of the opinion that teaching grammar is not fundamental to communication, conversation and expression if a person is able to get himself understood by others without using grammar. However, these reviews reflect general opinion only, and our research focuses on instructors' perspective of the significance of teaching grammar.

LITERATURE REVIEW

Approaches of teaching Grammar

Different approaches have been presented by various authors regarding the understanding and teaching of grammar. (Batstone 1994, p.54-99) proposed three approaches towards teaching grammar, which, as per him, would lead to effectiveness. He presented the view that grammar can be taught as a product, as a process and as skill. These three approaches can be visualized on a continuum with grammar as a skill forming a transition phase from grammar as a product to grammar as a process.

Grammar as a Skill

Grammar as a ProductGrammar as a Process

Grammar as a product

A teacher that would employ the approach of teaching grammar as a product would develop a rigid view of grammar which would be based on parts and components. Just as a product is one whole entity made up of its individual component parts which can be disassembled are reassembled, grammar ...