•  
  •  
 

Australian Journal of Teacher Education

Australian Journal of Teacher Education

Abstract

This study aims to investigate pre-service English as Foreign Language (EFL) teachers’ beliefs about grammar instruction in a foreign language (FL) context through their initial teaching practices. Analyses of semi-structured interviews and classroom observations apart from pre- and post-test results of participants’ responses to a belief questionnaire imply intriguing findings regarding participants’ beliefs about grammar instruction. The study reveals that practicum course has made no changes in pre-service teachers’ beliefs except for the role of conscious knowledge. The results also indicate some other factors affecting the pre-service teachers’ preferences for grammar instruction.

Share

Submission Location

 
COinS
 

Link to publisher version (DOI)

10.14221/ajte.2014v39n12.9