Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22751
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dc.contributor.authorNorhaida Amanen
dc.date.accessioned2021-02-23T12:00:34Z-
dc.date.available2021-02-23T12:00:34Z-
dc.date.issued2020-
dc.identifier.citationNorhaida Aman. (2020). Teachers’ beliefs of grammar teaching and learning. National Institute of Education (Singapore), Office of Education Research.en
dc.identifier.urihttp://hdl.handle.net/10497/22751-
dc.descriptionNote: Restricted to NIE staff only. Contact author for access to report.-
dc.description.abstractTeacher 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.en
dc.language.isoenen
dc.publisherOffice of Education Research, National Institute of Education, Singaporeen
dc.subjectTeacher beliefsen
dc.subjectGrammar instructionen
dc.subjectPrimary schoolen
dc.titleTeachers’ beliefs of grammar teaching and learningen
dc.typeTechnical Reporten
dc.description.projectSUG 08/17 NA-
dc.grant.idEducation Research Funding Programme (ERFP)en
dc.grant.fundingagencyMinistry of Education, Singaporeen
Appears in Collections:OER - Reports
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