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The main objective of this study was to explore the effects of teachers' belief and practice towards grammar teaching in EFL classrooms. Thirty-one preparatory school English teachers were selected by using an available sampling technique. Questionnaires, interviews, and observations were used to collect the data. The data were analyzed quantitatively and qualitatively including descriptions, such as frequency counting and percentage. The findings indicated that the great majority of the respondents' beliefs affected their grammar teaching in EFL classrooms. As a result, it is concluded that…mehr

Produktbeschreibung
The main objective of this study was to explore the effects of teachers' belief and practice towards grammar teaching in EFL classrooms. Thirty-one preparatory school English teachers were selected by using an available sampling technique. Questionnaires, interviews, and observations were used to collect the data. The data were analyzed quantitatively and qualitatively including descriptions, such as frequency counting and percentage. The findings indicated that the great majority of the respondents' beliefs affected their grammar teaching in EFL classrooms. As a result, it is concluded that there is a relationship between teachers' belief in grammar teaching and their classroom practices. Thus, the Ministry of Education should assess teachers based on the structural approach, and the classroom observation system should be arranged in the schools to guide teachers at the right time. It is also better to arrange a proper language development program for teachers so that students can get better language exposure; professional training would help teachers to have directly related beliefs and classroom practices.
Autorenporträt
Tilaye, Aytenew§Aytenew Tilaye BeyeneMA in TEFL; Senior Lecturer at Aksum University; Ph.D. Candidate in ELT at Addis Ababa University; Ethiopia.