Comparison Of Beliefs On Grammar Teaching Between College English Teachers And Students

Teachers have been playing a dominant role in the classroom. The researchfocus about teachers has transferred from teachers’ explicit teaching behaviors to theirimplicit cognitive world, and teacher’ belief is one important research subject. Incollege English teaching, the grammar instruction is the controversy warmly disputedby teachers and students. From the traditional translation instruction model to the newcommunicative instruction, college English teachers and students have differentperspectives on grammar teaching. This thesis investigated the beliefs about grammarinstruction of college teachers and students to identify the differences between them.Both quantitive and qualitative methods were employed in the study.31teachers and360students from three colleges answered the questionnaires aboutteaching beliefs of grammar instruction, what’s more four of the teachers and fifteenof the students were interviewed for the same purpose. The thesis has five chapters.Chapter one introduces the background of the study, its purpose, significance and soon. Chapter two reviews the literature so as to provide theoretical background to thestudy. The third chapter describes the methodology of this thesis, including the frameof the study, the methods used and the procedures for data collection while chapterfour reports the discussion and results of the study. Chapter five, the final part of thepaper, summarizes the finding of the study, the shortages and describes somereflections about this thesis as well.Results indicate that:(1) the grammar instruction beliefs and the practicalteaching behavior of college teachers could not be fully matched;(2) Students’grammar beliefs were different from the teachers’ beliefs and behaviors. Theimplications were discussed at the end of the paper.