Australian Journal of Teacher Education
Article Title
Pre-Service English as a Foreign Language Teachers’ Belief Development about Grammar Instruction
DOI
10.14221/ajte.2014v39n12.9
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.
Recommended Citation
Çapan, S.
(2014).
Pre-Service English as a Foreign Language Teachers’ Belief Development about Grammar Instruction.
Australian Journal of Teacher Education, 39(12).
http://dx.doi.org/10.14221/ajte.2014v39n12.9