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
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id	my-usm-ep.45742
record_format	uketd_dc
spelling	my-usm-ep.457422019-10-30T01:24:32Z The Integration Of Grammar In English Language Teaching: A Study Of Hebei University Efl Teachers’ Beliefs And Practices 2013-10 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 http://eprints.usm.my/45742/ http://eprints.usm.my/45742/1/Han%20Hongmei24.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Pengajian Ilmu Kemanusiaan
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
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
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
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
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Pengajian Ilmu Kemanusiaan
publishDate	2013
url	http://eprints.usm.my/45742/1/Han%20Hongmei24.pdf
_version_	1747821556052000768

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

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