Teachers Beliefs About Grammar And Teaching Grammar Education Essay Example

(1995:137) suggests that teachers' beliefs are molded by their own educational experiences and perceptions of how they learned. Instructors' beliefs, influenced by the needs of their students (Eisenstein-Ebsworth and Shweers 1997), derive from educational principles, school practices, and their personalities (Richards, Gallo, and Renandya 2001). These beliefs encompass various aspects such as students, learning, teaching nature, curriculum, and teaching strategies to facilitate student learning (Calderhead 1996; Richards 1996). They also impact lesson preparation, classroom discipline, and student motivation (Richards 1996:293). Individual teaching philosophies shaped through teaching experiences, learning experiences, teacher education training, and personal values and beliefs shape these beliefs.Beliefs, due to their complexity and diverse characteristics, cannot be simplified or standardized (Pajeras 1992:324). They have the ability to reframe subsequent thoughts and information processing in various ways (Pajeras 1992:324). While instructors may follow similar practices in teaching methods, their beliefs can still significantly differ (Clark and Peterson 1986). The strength of these beliefs can range from weak to strong (Abelson cited in Woods 1996). Some individuals remain strongly resistant to change even after participating in training programs because of their entrenched beliefs. Moreover, these overlapping and interconnected beliefs often function collectively as a single unit, making them challenging to accurately define. The origins of teachers' beliefs stem from their attitudes, knowledge, theories, and experiences related to teaching and learning. Some beliefs are explicitly defined and precise while others may be more ambiguous or unclear. According to Johnson (1994), these beliefs greatly influence teachers' decision-making and perspectives. Richards and Lockhart (2007) have identified several primary sources of teachers' beliefs including the instructors' personal experiences as language learners. Teachers have their own unique approaches to teaching

vocabulary and grammar that may involve methods such as repetition, drills, or visualization.According to Richards and Lockhart (2007:31), teachers' beliefs are shaped by their experience in teaching a foreign language, which provides valuable insights into effective teaching strategies. Throughout their careers, educators can observe which methods work best for different types of students. The learning style preferences within a school or educational environment are also influenced by patterns. Different schools may require teachers to engage in small group sessions, work with individual students or large groups. Personality type is another factor that affects teachers' beliefs as each individual has distinct preferences. Language instructors have diverse teaching styles and use various activities and classroom arrangements.

Teachers' beliefs are influenced not only by experience but also by educationally based principles and research-based knowledge from fields such as learning theory in psychology, second language acquisition, and instruction (Richards and Lockhart 2007:31). In fact, teachers' knowledge is often used interchangeably with the term belief (Kagan 1990; Alexander, Schallert & Hare 1991).

Various factors can influence teachers' beliefs, including the teaching environment, students' needs and expectations, years of teaching experience, and the curriculum set by the Ministry of Education (Eisentein-Ebsworth and Schweers 1997).According to Richards and Lockhart (2007), teachers' beliefs can be influenced by the principles of their chosen approach or method in the classroom. Each teacher may have preferences for specific techniques and use different methodologies to teach and implement various strategies. When discussing these influences, Williams and Burden (1997) emphasize the importance of considering learners. The term "English" has diverse meanings for individuals, including its use as a global spoken language, its association with business communication, literature, and academic discourse.

Therefore, perceptions of English can vary among both teachers and learners depending on their reasons for learning it and its constantly changing nature (Richards and Lockhart 2007). In an educational setting, it is the responsibility of teachers to introduce English using different approaches based on individual perspectives. This text highlights how important it is for English language teachers to reflect on their understanding of the language (Richards and Lockhart 2007). It emphasizes the significance of teachers' beliefs in teaching and learning English while addressing challenges that instructors and scholars may face in this process along with potential solutions. Furthermore, it explores methods for motivating language learners which are influenced by instructors' beliefs (Richards and Lockhart 2007).According to Pajeras (1992), teaching is influenced by instructors' beliefs and assumptions about effective instruction. These beliefs are shaped by their attitudes, values, and experiences as both teachers and learners. Teachers consider concepts such as acquisition and the most efficient methods for acquiring knowledge while reflecting on their personal experiences as students. They also think about the learning styles they want to promote and why. Along with these considerations, teachers must assess their role in the classroom, select appropriate techniques, and strive to improve as educators (Richards and Lockhart, 2007).

Johnson (1992:101) suggests that teachers' instructional approaches are guided by their theoretical beliefs, which can vary and lead to differences in instruction. According to Johnson (1992), English language instructors commonly use three main methods: a skills-based approach that focuses on developing reading, writing, listening, and speaking abilities; a rule-based approach that prioritizes grammatical rules and accurate language usage; and a function-based approach that emphasizes interaction for successful learning.

Kennedy and Kennedy (1998)

argue that teachers' alignment or divergence with their students' cultural values can affect the teaching and learning process.The roles of teachers vary across countries, with some having full control over the classroom while others prioritize learner-centered approaches. Teachers' beliefs about learners are diverse and influenced by their environment and society (Teachers' Beliefs about Learners). Meighan and Meighan (1990, cited in Williams and Burden 1997) classify scholars into five primary groups: obstructionists view the teacher as a punisher; receptacles treat learners as objects without considering their emotions or needs. The belief is that the teacher has sole responsibility for imparting knowledge, and natural materials are easily controlled by the teacher. Both the teacher and learner are considered equals in acquiring knowledge, with attention given to clients' educational needs. The curriculum and teaching programs of an institution are shaped by its culture and beliefs, as well as individual teachers. Different countries have unique curricula that require teachers to adapt their teaching styles accordingly. Furthermore, teachers may hold different beliefs about the schools they work for. Variations in assessment methods, materials, and textbooks among schools can also lead to diverse classroom practices and beliefs regarding teaching foreign languages. Each instructor has their own set of beliefs when it comes to implementing course predictions and addressing program-related issues.The text discusses the importance of meeting students' needs, recognizing instructional program elements, understanding assessment roles, and identifying necessary program changes. It also focuses on teachers' beliefs about being a professional language teacher. According to Squires (1999:5), being a professional language teacher requires expertise in the field as well as specific skills for the job. Factors such as country, culture, working conditions,

attitudes towards teaching, and personal goals influence how language instructors perceive their profession (Richards & Lockhart 2007). The role of the teacher-as-artist varies across countries; teaching can be seen as a profession or a way of life depending on the location. In England, individuals can become English language teachers through short courses like TEFL or CELTA lasting a few months. However, in Poland, aspiring professional language teachers are required to have at least a three-year Bachelor of Arts degree.The standards and requirements for teaching vary depending on societal needs, such as proficiency in the English language. Teachers should reflect on their professional identity and comprehend the meaning of being a professional teacher. They should also undergo necessary training and set future goals. It is crucial for all language teachers to question their motivation for becoming an English language teacher. Furthermore, teachers' beliefs about grammar instruction have a significant impact on their overall beliefs about language education. In Borg's (2003) review of instructors' beliefs about grammar instruction, he found that teachers' expectations and understanding of grammar differ from those held by language scholars. This disparity influences how they approach teaching methods related to grammar instruction. Teachers' beliefs may vary based on factors like age, years of experience, personal experiences as learners, linguistic ability, interests, and the schools they teach at (Katz and Watzinger-Tharp 2008). Therefore, it is important not to make generalizations. When teaching grammar, teachers should consider their own comprehension of grammar and key points to focus on within a suitable lesson plan structure for various activities. Teaching grammar can be uncertain for instructors in terms of curriculum and pedagogy.To effectively teach a foreign language,

educators need knowledge,pactical understanding,and professional trainingTeachers need more than just subject matter knowledge; they also need to know how to present it in a way that students understand, using appropriate materials at the right times and for the right reasons (Borg 2006). Griffin (1983) argues that defining knowledge is subjective rather than objective, while Cornbleth (1986) believes that knowledge includes political and moral factors as well as personal beliefs. According to Briscoe (1991:186), knowledge is unique to individuals and influenced by their existing beliefs. Simply providing teachers with new curriculum or suggesting changes may not lead to desired outcomes. Briscoe suggests that teachers actively adapt their knowledge to accommodate these changes. Woods (1996:195) distinguishes between 'content' and instructional 'knowledge,' stating that cognition refers to "conventionally recognized facts." Elbaz (1983:5) emphasizes the importance of 'practical knowledge' in teachers' work, based on experience, student knowledge, teaching strategies, understanding of student needs and challenges, as well as instructional techniques and classroom management skills. Wilson, Shulman, and Richert (1987) identify various essential 'domains of knowledge' for effective teaching including subject knowledge, theoretical understanding, cultural and linguistic proficiency, and comprehension of curriculum development.General Pedagogical Knowledge encompasses teaching strategies and methods, classroom management, and maintaining discipline. Pedagogical Content Knowledge refers to expertise in teaching specific language areas such as vocabulary or grammar. It is important for teachers to understand their learners by being aware of their strengths, weaknesses, individual differences, specific problems, and learning needs.

Instructors should possess knowledge about learning strategies and cognitive development of their students. They should also understand their students' personalities and social backgrounds as these factors can impact their attitude towards learning foreign languages. Additionally, teachers need

to be knowledgeable about their students' educational goals, motivations, expectations, and desired achievements.

It is important for them to be aware of how to motivate themselves and understand the reasons behind choosing to become English language instructors. Recognizing one's own strengths and weaknesses is crucial for improving effectiveness. Studies indicate deficiencies in grammar knowledge and overall language understanding among prospective and practicing language teachers, especially in the UK. A survey conducted in 1994 revealed that over 50% of trainees lacked sufficient knowledge of grammar rules.According to a study conducted in 1999, non-native English speakers showed better understanding of grammar compared to native English-speaking students studying English. However, in the past decade, there has been a trend among teachers to reject the teaching of grammar in schools. The evolution of grammar instruction reflects changes in focus, with various approaches such as cognitive code theory, non-contrastive approach, lingua franca, communicative approach, and finally the lexical approach where grammar is no longer seen as important. This rejection may be due to these new approaches or a lack of knowledge in the field.

Challenges faced by English language instructors when teaching grammar include their beliefs about its importance, job instability, large class sizes, and inadequate knowledge. Many teachers view grammar as disconnected from communication patterns and find lessons tiring or demanding if they have limited understanding of it. Both teachers and learners have negative attitudes towards learning grammar and initially lacked comprehension about its impact on literacy skills. This perspective is known as "functional grammar," where it is considered merely a set of rules without regard for communicative aspects like speech (Dykes, 2007:3).Crystal (cited in Dykes 2007:4) notes that grammar has

often been perceived as challenging and unrelated to everyday life, with accessibility limited to experts. In the "period of uncertainty," there was uncertainty about whether grammar instruction should be included (Dykes 2007:3). Importantly, researchers now acknowledge the importance of teachers' beliefs, attitudes, and knowledge regarding grammar in their teaching methods. Numerous studies have examined teachers' beliefs about grammar and its impact on their instructional practices (Richards, Gallo, & Renandya, 2001).