Grammar Teaching in Communicative Classrooms: Focused on Teachers' Theories and Practice
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Abstract
Current studies point out the lack of grammatical awareness of teachers themselves and the negligence of grammar instruction by the teachers, and also postulate there is a strong relationship between teachers’ theories and their classroom practice. The purpose of this paper was to investigate native teachers' pedagogical theories with reference to their beliefs and instructional decisions in grammar teaching in Korean context. For the purpose of the paper two studies were conducted. The first one was to identify teachers’ beliefs in the role of grammar study in English learning by collecting students’ as well as teachers’ responses to the grammar study-related questions. The second study was to explore how teachers’ pedagogical theories of grammar teaching were actualized in their instructional decisions by presenting the descriptive data about teachers’ actual classroom practices. The result of data analysis indicated that 1) teachers held relatively favorable attitudes toward formal grammar study and error correction and that 2) teachers’ theories and instructional decisions were influenced by an interacting range of experiential, i. e., educational and professional experience, and cognitive factors, i. e., conceptions about issues in grammar instruction
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