Research On The Relationship Between Grammar Teaching Beliefs And Teaching Behaviors Of English Teachers In Junior High Schools Under The "Double Reduction" Policy

Grammar is an important element of English teaching.With the rapid development of teachers’ cognitive research,the research on the relationship between English teachers’ grammar teaching beliefs and behaviors has gradually become a hot topic.At present,many English teachers still follow the traditional grammar teaching method,which neglects the development of students’ language use and communicative competence.At the same time,the English Curriculum Standard for Compulsory Education(2022 Edition)(hereinafter referred to as the New English Curriculum Standard)has put forward new standards and requirements on grammar teaching in junior high schools,which has brought new challenges to grammar teaching under the "Double Reduction" Policy.Therefore,it is necessary to explore the relationship between grammar teaching beliefs and behaviors of junior high school English teachers in order to improve teaching effectiveness and enhance students’ learning efficiency.Based on Korthagen’s Onion Model and the theory of Planned Behavior,this study explores the relationship between grammar teaching beliefs and teaching behaviors of junior high school English teachers under the "Double Reduction" Policy with both qualitative and quantitative research methods.Therefore,this paper would answer the following questions:(1)What is the situation of junior high school English teachers’ beliefs and behaviors on grammar teaching under the "Double Reduction" Policy? Are the beliefs and behaviors influenced by teachers’ individual differences?(2)To what extent are junior high school English teachers’ grammar teaching beliefs consistent with their behaviors under the "Double Reduction" Policy?(3)Can junior high school English teachers’ grammar teaching beliefs predict their teaching behaviors?In this study,50 English teachers from four different types of junior high schools in Y city(the headquarter and the branch of an urban school,a suburban school,and a rural school)are the research participants.Questionnaires are used as the main research method,supplemented by individual interviews and classroom observations.The data obtained would be processed and analyzed with SPSS 23.0.The notes of individual interviews and classroom observations would be summarized and organized.Through analysis of the data,the following results are drawn:(1)Grammar teaching beliefs and teaching behaviors of junior high school English teachers tend to be positive and progressive in general,but the tendency intensity of each dimension varies;(2)The gender,years of instruction and academic degree have no significant influence on junior high school English teachers’ grammar teaching beliefs and teaching behaviors,while the professional title and personal honor have more significant effects;(3)In general,grammar teaching beliefs and teaching behaviors are correlated but the correlation is low.There are still some inconsistencies between the two items;(4)Some of the grammar teaching beliefs(beliefs about teachers’ and students’ roles and beliefs about grammar teaching evaluation)can predict teaching behaviors.However,their explanatory power isn’t strong.Based on the results above,some suggestions for teachers and schools can be put forward:(1)Teachers should keep learning to strengthen the firmness of grammar teaching beliefs and promote their professional development;(2)Teachers should improve their recognition of grammar teaching beliefs and activate behavioral motivation;(3)Teachers should learn to selfreflect and increase the effectiveness of grammar teaching behaviors;(4)Schools should provide a good teaching environment for teachers;(5)Schools should pay attention to teachers’ professional development.To some extent,the above findings and recommendations enrich the research on teachers’ beliefs and teaching behaviors under "Double Reduction" policy.It also provides some theoretical supports and inspirations for teachers’ development and the effective implementation of "Double Reduction" Policy.However,the influence of junior high school English teachers’ grammar teaching beliefs on teaching effectiveness hasn’t been studied thoroughly due to some objective limitations.In future studies,researchers should extend the research time,increase the number of participants,and expand the research scope in order to explore the influence of teachers’ beliefs on grammar teaching under the "Double Reduction" Policy.