The Study Of CSL Teachers’ Beliefs And Practices About Grammar Teaching

The dissertation aims to study the CSL grammatical teaching from the perspective of teachers’cognition. Through the survey and theoretical analysis, the dissertation probes into the grammatical teaching concepts and practices of CSL teachers.Referring to researches carried out by Schulz(1996;2001)and some others, the dissertation designs a questionnaire titled as Grammatical Teaching Beliefs and Practices, and surveys42CSL teachers. The survey shows that nearly80%of the teachers acknowledge the significance and important position of classroom grammatical teaching in a second language environment. Most teachers adopt explicit grammatical teaching method, and deduction is the most frequently used one. Teachers affirm the importance of communicative activities, and meanwhile pay great attention to the form drills. However, teachers lay slightly more emphasis on the latter in classrooms. An overwhelming majority of teachers do not think that students are in fond of learning grammar. Teachers hold the idea that students would pay attention to grammatical correctness while writing in Chinese, but they don’t always care about linguistic forms while speaking Chinese. Only a few Chinese grammatical terms are used in the classrooms. In terms of error correction, nearly three quarters of teachers think that students’grammatical errors should be corrected in the classes, the effect of which is better than that of correcting after class. Grammatical teaching method of teachers derive from their teaching experience, professional knowledge and theoretical learning.Meanwhile, the dissertation also investigates104Chinese learners, and compares the similarities and disparities between grammatical teaching beliefs of teachers and grammatical learning ideas of students and practices of both. According to the survey, students attach importance to classroom grammatical learning as well. However, in a second language environment, students pay more attention to communication than teachers. In addition, data indicates that7out of8groups demonstrate significant difference in the survey of Grammatical Teaching Beliefs and Practices. Two parties have different viewpoints in terms of deduction, form drills and communicative activities, grammatical terms, grammatical learning and error correction. The dissertation analyses forms and reasons of these disparities. Taking into consideration the similarities and disparities between teachers and students, the author put forward the following advice:teachers and students should exchange their views on grammatical teaching. Teachers should have a rational knowledge about students, and adjust their own teaching beliefs in accordance with students’requirements.The dissertation also studies the relationship between grammatical teaching beliefs and the real teaching practices of two teachers through classroom observation. The author finds out that teachers’teaching beliefs sometimes are not in line with the real teaching activities which are under the impact of many factors, such as the grammatical knowledge of themselves, teaching objects and time, teaching materials and exams, and etc. The author hopes that teachers can reflect on their own teaching beliefs and the real teaching practices.In a nutshell, the survey finds out that the grammatical teaching beliefs and teaching practices vary from teacher to teacher. Teachers and students have different views on grammatical teaching beliefs and practices, and teaching beliefs and real teaching activities of teachers are somewhat inconsistent as well.