Keywords
grammar teaching
teacher training
second language instruction
creencias
enseñanza de la gramática
formación de docentes
enseñanza de una segunda lengua
beliefs
grammar teaching
teacher training
second language instruction
How to Cite
Abstract
In recent decades, studies in foreign language teaching have shifted their focus to the teacher´s beliefs, due to their influence in classroom practices. This study analyzed the beliefs about grammar of 30 Colombian teachers, training as teachers of grammar of Spanish as a foreign language (SFL). The study was aimed at understanding a teacher's cognition in order to elaborate more effective training programs. This research surveyed data by quantitative (questionnaire) and qualitative methods (individual and group interviews). The categories of analysis were: conception of grammar, experience as language learners, teaching grammar, learning grammar, and teaching practicum. The results show an acceptance of the communicative approach, although there is persistence of a traditional view in the conception of grammar. In several of the categories, results indicate a preference towards activities that allow real interaction with the language, though a way to carry it out is not clearly defined. A departure from the traditional view of the teaching / learning grammar is perceived, setting this study apart from other results in previous studies. These results suggest the need to develop training courses that target specifically the didactic teaching of grammar, being the most unfamiliar aspect for prospective teachers.References
Andrews, Stephen. (1999). All these like little name things’: a comparative study of language teachers’ explicit knowledge of grammar and grammatical terminology. Language Awareness, 8(3/4), 143-59.
Barcelos, Ana María y Kalaja, Paula. (2011). Introduction to Beliefs about SLA revisited. System, 39(3), 281-289.
Berry, Roger. (1997). Teachers’ awareness of learners’ knowledge: The case of metalinguistic terminology. Language Awareness, 6(2-3), 136-146.
Berry, Roger. (2014). Investigating Language Awareness: The Role of Terminology. En Andrzej Łyda y Konrad Szczesniak (Eds.), Awareness in Action, Second Language Learning and Teaching (pp. 21-33). Cham, Suiza: Springer International Publishing.
Borg, Simon. (1999). Teachers theories in grammar teaching. ELT Journal, 53(3), 157–167.
Borg, Simon. (2001). Self perception and practice in teaching grammar. ELT Journal, 55(1), 21-29.
Borg, Simon. (2003). Teacher cognition in language teaching: A review of research on what laguage teachers think, know, believe, and do. Language teaching, 36(02), 81-109.
Borg, Simon. (2005). Experience, knowledge about language and classroom practice in teaching grammar. En Nat Bartels (Ed.), Applied Linguistics and Language Teacher Education (pp. 325-340). New York: Springer.
Borg, Simon. (2006). Teacher Cognition and Language Education: Research and Practice. Londres: Continuum.
Burgess, John y Etherington, Siân. (2002). Focus on grammatical form: explicit or implicit. System, 30(4), 433-458.
Chandler, Paul, Robinson, Peter y Peter, Noyes. (1988). The level of linguistic knowledge and awareness amongst students training to be primary teachers. Language and Education 2(3), 161-173.
Clarke, David y Hollingsworth, Hilary. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967
De Witt, Paul, Birrell, James, Egan, Winston, Cook, Paul, Ostlund, Margaret y Young, James. (1998). Professional development schools and teacher educators’ beliefs: Challenges and change. Teacher Education Quarterly, 25(2), 63-80.
Eisenstein-Ebsworth, Miriam, y Schweers, William. (1997). What Researchers Say and Practitioners Do. Perspectives on Conscious Grammar Instruction in the ESL Classroom. Applied language learning, 8(2), 237-260.
Farrell, Thomas y Lim Poh Choo, Patricia. (2005). Conceptions of Grammar Teaching: A Case Study of Teachers' Beliefs and Classroom Practices. TESL-EJ, 9(2), 1-13.
Gabillon, Zehra. (noviembre, 2013). A Synopsis of L2 Teacher Belief Research. En Tomorrow People Organization (Organizadores). Belgrade International Conference on Education 2013, Belgrade, Serbia. Recuperado de https://hal.archives-ouvertes.fr/file/index/docid/940593/filename/1._Z.Gabillon_A_Synopsis_of_L2_Teacher_Belief_Research_BICE_Conference.pdf
Johnston, Bill y Goettsch, Karin. (2000). Insearch of the knowledge base of language teaching: Explanations by experienced teachers. Canadian Modern Language Review, 56(4).
Kalaja, Paula y Barcelos, Ana María. (2003). Beliefs about SLA: New Research Approaches. Dordrecht: Kluwer Academic Press.
Nazari, Ahmad y Allahyar, Negah. (2012). Grammar Teaching Revisited: EFL Teachers between Grammar Abstinence and Formal Grammar Teaching. Australian Journal of Teacher Education, 37(2), 73-87.
Pahissa, Isabel y Tragant, Elsa. (2009). Grammar and the non-native secondary school teacher in Catalonia. Language Awareness, 18(1), 47-60.
Ramos Méndez, Carmen. (2007). El pensamiento de los aprendientes en torno a cómo se aprende una lengua: dimensiones individuales y culturales. España: Ministerio de Educación.
Santiago Sánchez, Hugo. (2010). An investigation into the relationships among experience, teacher cognition, context, and classroom practice in EFL grammar teaching in Argentina (Tesis para optar por el grado de Doctorado). The University of Warwick, Coventry Reino Unido.
Schulz, Renate. (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.
Uysal, Hacer y Bardakci, Mehmet. (2014). Teacher beliefs and practices of grammar teaching: focusing on meaning, form, or forms? South African Journal of Education, 34(1), 1-16.
Williamson, John y Hardman, Frank. (1995). Time for refilling the bath? A study of primary student-teachers’ grammatical knowledge. Language and Education, 9(2), 117−34.
Wu, Kam Yin. (2006). Teacher beliefs and grammar teaching practices: Case studies of four ESL teachers. (Tesis para optar por el grado de Doctorado). Hong Kong University.