Unpacking the Discrepancy between Learner and Teacher Beliefs: What should be the Role of Grammar in Language Classes?

Abstract

Learner and teacher beliefs play an important role in second language (L2) learning. Furthermore, the role of grammar instruction and error correction in the L2 classroom is a topic that is still debated in the literature. This study explored the beliefs of EFL learners and teachers regarding the controversial role of grammar instruction and error correction. A total of 17 instructors and 60 students at a private Turkish university participated in the study. The participants completed an open-ended questionnaire and interviewed regarding their beliefs about grammar instruction and error correction. Themes emerging from the qualitative data were identified. As a result of this study, it can be said that both learners and teachers believed in the importance of grammar in language and error correction, however there were some differences between the learners and teachers regarding the use of native language in grammar teaching and other areas of grammar teaching

Keywords

• Language teaching, beliefs, role of grammar

Kaynakça

1. Barkhuizen, G. (1998). Discovering learners’ perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 32(1), 85-108.
2. Basturkmen, H., Loewen, S. & Ellis, R. (2004). Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25, 243-272.
3. Block, D. (1992). Metaphors we teach and learn by. Prospect, 7(3), 42-55.
4. Block, D. (1994). A day in the life of a class: Teacher/Learner perceptions of task purpose in conflict. System, 22, 473-486.
5. Bloom, M. (2007). Tension in a non-traditional Spanish classroom. Language Teaching Research, 11, 85-102.
6. Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27(1), 19-31.
7. Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal. 55(1), 21-29.
8. Brown, R. (1990). The place of beliefs and the concept formation in a language teacher training theory, System, 18(1), 85-96.

9. Brown, A.V. (2009). Students’ and teachers' perceptions of effective foreign language: A comparison of ideals. The Modern Language Journal, 93, 46-60.
10. Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., 255-296). New York: Macmillan.
11. Davis, A. (2003). Teachers' and students' beliefs regarding aspects of language learning. Evaluation & Research in Education, 17(4), 207-222.
12. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
13. Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.
14. Elbaum, B., Berg, C.A. & Dodd, D.H. (1993). Previous learning experience, strategy beliefs, and task definition in self-regulated foreign language learning. Contemporary Educational Psychology, 18, 318-336.
15. Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-108.
16. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38, 47-65.
17. Ganjabi, M. (2011). Effective foreign language teaching: A matter of Iranian students’ and teachers’ beliefs. English Language Teaching, 4, 46-54.
18. Hawkey, R. (2006). Teacher and learner perceptions of language learning activity. ELT Journal, 60(3), 242-252.
19. Horwitz. E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72, 283-294.
20. Horwitz, E.K. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: a review of BALLI studies. System, 27(4), 557-576.

21. Incecay, V., & Dollar, Y. K. (2011). Foreign language learners’ beliefs about grammar instruction and error correction. Procedia - Social and Behavioral Sciences, 15, 3394-3398.
22. Jean, G. & Simard, J. (2011) Grammar teaching and learning in L2: Necessary, but boring. Foreign Languages Annals, 44(3), 463-494.
23. Johnson, K.E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching & Teacher Education, 10(4), 439-452.
24. Kalaja, P. & Barcelos, A.M.F. (2003). Beliefs about SLA: New research approaches. Dordrecht: Kluwer.
25. Kunt, N. (1997). Anxiety and beliefs about language learning: A study of Turkish-speaking university students learning English in North Cyprus. Dissertation Abstracts International, 59(01).
26. Loewen, S., Erlam, R. & Ellis, R. (2009). The incidental acquisition of third person -s as implicit and explicit knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp & H. Reinders (Eds.) Implicit and explicit knowledge in second language learning, testing and teaching. Bristol, UK: Multilingual Matters.
27. McCargar, D.F. (1993). Teacher and student role expectations: Cross-cultural differences implications. The Modern Language Journal, 77, 192-207.
28. Nunan, D. (1989). Understanding language classrooms. Hemel Hempstead: Prentice Hall.
29. Pajares, M. F. (1992). Teachers' beliefs and educational research. Review of Educational Research, 62(3), 307-332.
30. Paley, V.G. (1986). On listening to what the children say. Harvard Educational Review, 56(2), 122-132.
31. Peacock, M. (2001). Match or mismatch? Learning styles and teaching styles in EFL. International Journal of Applied Linguistics, 11, 1-20.
32. Phipps, S. & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390.
33. Richards, J.C. & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press.
34. Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7, 89-102.
35. Schulz, R. A. (1996). Focus on form in foreign language classroom: Students’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29(3), 343-364.
36. Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. The Modern Language Journal, 85(2), 244-258.
37. Walberg, H. (1977). Decision and perception: New constructs for research on teaching effects. Cambridge Journal of Education, 7(1), 12-20.
38. Williams, M. & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
39. Wittrock, M.C. (1986). Students’ thought processes. In M.C. Wittrock (Ed.), Handbook of research on teaching (297-314). New York: Macmillan.
40. Yang, N. D. (1992). Second language learners' beliefs about language learning and their use of learning strategies: A study of college students of English in Taiwan. Dissertation Abstracts International, 53(08), 2722A. (UMI No.9225771).