| Grammar teaching has been playing a pivotal role in English teaching in high school.New English Curriculum Standard(2017)has raised the new requirement that grammar knowledge should be the unity of form,meaning,and usage to cultivate students’communicative competence.Under this circumstance,to improve the grammar teaching proficiency,high school English teachers focus on grammatical rules and the researches focus on the grammar learning process and learners,while the studies about the impact of teachers’ cognition on grammar teaching are rare.For thirty years,the studies about teachers have been developed from outside instructing behaviors to inner teaching beliefs.Teachers’ grammar teaching beliefs refer to teachers’ tacit cognition about grammar teaching,views about the approaches about grammar presentation and practice,students’and teachers’ roles,and corrective feedback on learners’ errors.Therefore,there is a need to understand the underlying English teachers’ teaching beliefs in order to enhance novice English teachers’ grammar teaching beliefs and the efficacy of grammar teaching.Novice teachers refer to teachers who have less than five years of teaching experience.Novice teachers’ transformation from student teachers education to teaching practice is usually "disturbing" because the initial period of professional careers are generally accepted as the very demanding moment for young graduates in teaching profession,and among those years they confront complex teaching tasks.In that case,in order to understand novice English teachers’ grammar teaching beliefs and enhance their grammar instructing capacity,investigating the relationship between beliefs and practices about novice English teachers’ grammar instruction is extremely significant.This study aims to investigate the relationship between novice teachers’ grammar teaching beliefs and their classroom practices,trying to answer the following questions:(1)What grammar teaching beliefs do novice English teachers hold in senior high schools?(2)What is the relationship between grammar teaching beliefs and practices of novice English teachers in high schools?Do novice teachers act in accordance with their beliefs?(3)What are the factors influencing their relationship?The research instruments include questionnaires,interviews,and classroom observation.Two questionnaires about grammar teaching beliefs and practices as well as interviews are adopted to delve into teachers’ beliefs,their self-stated classroom practices,and the relationship between grammar teaching beliefs and practices.The aim of classroom observation is to verify the teaching practices as a form of data triangulation.In addition,before and after classroom observation,two interviews are going to investigate the influencing factors of the relationship between grammar teaching beliefs and practices.The major findings of this study are as follows:first,with the influence of the New English Curriculum Standard(2017),novice English teachers hold positive attitudes towards grammar teaching.For example,they believe that they should adopt communicative grammar teaching methods.However,some traditional teaching methods are still deeply ingrained;Second,novice English teachers’ teaching beliefs and practices are interactive and there exists certain consistency between each other.However,even though novice English teachers accept communicative teaching approaches in mind,it is demanding for them to apply those grammar teaching approaches in practice.Thus,certain novice English teachers remain to employ traditional teaching approaches in grammar classes.Therefore,there exists certain gaps between grammar teaching beliefs and practices.Finally,the influencing factors of the relationship between novice teachers’beliefs and practices on grammar teaching can be concluded as inner factors like teachers’prior learning experience;and contextual elements,like students’ language proficiency,curriculum constraints,the limitation of time,and the pressure of exams.Findings indicate that it is necessary for novice English teachers to undertake lifelong professional development to prepare them for adopting communicative teaching approaches;the grammar examination should play a positive backwash effect on grammar teaching;teachers’ education programs should create more opportunities for novice teachers to take internships and access to real grammar teaching practice so as to perfect novice English teachers’ grammar teaching beliefs and improve the efficacy of grammar teaching practices. |
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