Teachers’ beliefs of grammar teaching and learning
Norhaida Aman. (2020). Teachers’ beliefs of grammar teaching and learning (Report No. SUG 08/17 NA). National Institute of Education (Singapore), Office of Education Research.
Teacher cognition which includes teachers’ beliefs, attitudes and knowledge have a significant impact on their instructional practices (Borg 2003) – whether they employ the traditional approach which includes explicit grammar teaching followed by repetitive drill and practice, or if they value teaching grammar through communicative activities which focus both on form and meaning. This study explores the complex relationship between the beliefs and practices of teachers from primary schools in Singapore. The primary focus of this paper is to look at how instructional strategies are reflections of teacher beliefs on grammar instruction.
Office of Education Research, National Institute of Education, Singapore
Note: Restricted to NIE staff.
SUG 08/17 NA
Education Research Funding Programme (ERFP)
Ministry of Education, Singapore