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Overall, a Good Test, but…—Swedish Lower Secondary Teachers’ Perceptions and Use of National Test Results of English
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In: Languages; Volume 7; Issue 1; Pages: 64 (2022)
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| 2 |
Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 104-119 (2022) (2022)
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A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Turkish pre-service English teachers' level of FLSA and their perceptions of NNEST: a case in a high-ranking state university ...
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南臺灣英語教師對文法教學的認知 ; Teachers' Perceptions of Grammar Teaching in EFL Classrooms in Southern Taiwan
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Abstract:
文法被視為習得語言的重要元素之一。然而，在以英語為外國語言的環境中，如何有效率地教授英語語法，一直存在著具爭議性的問題。因此，本研究的目的在於探討三個層面：(a)教師對於語法教學的看法；(b)演譯法及歸納法在語法教學上的優缺點；(c)教師在語法教學上所面臨的困難。共有54位南台灣國中英語教師參與本研究。主要調查工具為一問卷共涵蓋27項細目，以探討教師對於上述議題的看法。此外，為了更進一步了解學生在語法學習上所遇到的困難及教師在語法教學上所面臨的挑戰，本研究設計出書面訪談問題給予教師表達他們中肯的意見。並針對這些意見進一步設計出半結構式口頭訪談，藉此找出學生在學習語法上最常遇到的困難，協助教師更瞭解學生的學習問題，以便應用更有效率的教學技巧提升學生的語法能力。主要的發現包含：(1)大多數的教師認為教授語法在語言領域很重要，但在實際教學實踐中，對於英語課程僅聚焦於文法的教授上抱持著保守態度；(2)雖然教師認為他們都具備英語語法教學的知識及技巧，然而在實際教學實踐上，卻發現教授語法有一定的挑戰性；(3)越有經驗的教師，越偏愛演譯法的教學技巧；(4)大多數的教師認為顯性的語法教學比隱性的語法教學更有效率；(5)大多數的教師認為學生所犯的語法錯誤與母語有一定的關係；(6)在教授語法結構時，融入語言學術語是必要的，但學生難以理解。本文最後，根據研究結果提出教學及未來研究之建議。 ; English grammar is seen as one of the important elements in language acquisition, but how to teach it efficiently has been a controversial issue in the EFL (English as a Foreign Language) context. Consequently, the purpose of the study is to examine three relative aspects, including (a) teachers’ perceptions of grammar teaching, (b) the advantages and disadvantages of deductive and inductive grammar teaching, and (c) the difficulties teachers face in grammar teaching. The subjects of this study are fifty-four high school English teachers in southern Taiwan. The major instrument is a 27-item questionnaire to detect teachers’ perceptions regarding the aforementioned issues. In order to further figure out students’ difficulties in learning English grammar and teachers’ challenges in teaching English grammar, the research has designed a written interview form for teachers to express their pertinent opinions. Next, based on those opinions, the research has further set up semi-structured oral interviews to understand the difficulty students encounter most often when learning grammar so as to realize their learning problems so that teachers could apply more efficient teaching techniques to help them improve their grammatical competence. The major findings are as follows. (1) The majority of teachers’ beliefs presented that teaching English grammar is important in the field of language, but in actual English classroom practices the teachers have a conservative attitude toward focusing mainly on teaching grammar. (2) Although the teachers indicated that they have required knowledge and skills for teaching English grammar, in actual classroom practices they proposed that it is challenging for them to actually teach English grammar. (3) The more teaching experience the teachers have, the more deductive techniques the teachers prefer to employ. (4) The majority of the teachers claimed that explicit grammar teaching is more effective than implicit grammar teaching. (5) The teachers considered that grammar mistakes made by students are more associated with their mother tongue. (6) Using metalanguage in teaching grammatical structures is necessary, but difficult for students to understand. Finally, pedagogical implications and suggestions for future research are provided herein.
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Keyword:
EFL context;inductive teaching;deductive teaching;teachers’ beliefs;grammar teaching;difficulties in grammar teaching; 以英語為外語的環境;歸納法;演譯法;教師的看法;語法教學;語法教學的困難
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URL: http://140.127.82.166/bitstream/987654321/21013/1/109NPTU0741010-001.pdf
http://140.127.82.166/handle/987654321/21013
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| 7 |
University Lecturers’ Task-Based Language Teaching Beliefs and Practices
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In: Education Sciences ; Volume 11 ; Issue 11 (2021)
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| 8 |
TEACHING ENGLISH AS A FOREIGN LANGUAGE IN CHINA: A NARRATIVE INQUIRY OF EXPATRIATE TEACHERS’ EXPERIENCES
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In: Middle and Secondary Education Dissertations (2021)
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| 9 |
L1 in the EFL Classroom : Teachers' and Students' Perspectives
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| 10 |
Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation
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Phonekeo, Say; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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| 11 |
THE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDAN
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 36-47 (2021) (2021)
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| 12 |
EFL Teachers’ Perceptions Towards the Implementation of Online Formative Assessment Amidst the Covid-19 Pandemic
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 269-277 (2021) (2021)
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| 13 |
Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 1, Pp 60-81 (2021) (2021)
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| 14 |
Investigating EFL Teachers' Emotional Regulation Strategies in Second Language Classroom Contexts
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 1, Pp 97-108 (2021) (2021)
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| 15 |
ENGLISH – MAJORED STUDENTS’ PERCEPTIONS ON TEACHERS’ USE OF VIETNAMESE IN EFL CLASSROOMS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 221-241 (2021) (2021)
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| 16 |
English as a Medium of Instruction in English-as-a-Foreign-Language Primary Schools in Vietnam: Policies and Implementation
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| 17 |
ENHANCING EFL TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) COMPETENCE THROUGH REFLECTIVE PRACTICE
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In: TEFLIN Journal, Vol 32, Iss 1, Pp 117-133 (2021) (2021)
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| 18 |
UNDERSTANDING ENGLISH LANGUAGE TEACHERS’ VIEWS OF TEACHER RESEARCH: A REPORT FROM INDONESIA
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 362-388 (2021) (2021)
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| 19 |
TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 295-315 (2021) (2021)
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| 20 |
Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts.
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In: Gallagher, Fiona orcid:0000-0002-7865-1757 (2020) Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts. System, 91 . ISSN 0346-251X (2020)
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