A Case Study On Senior High School English Teachers’ Beliefs Of Grammar Teaching And Their Relationship With Teaching Practice

In recent years, English teaching has increased rapidly. The researches on teachers have transformed from teaching behaviors to cognitive world. Nowadays, teachers overemphasize grammatical rules, but lack of cultivation of applied language competence. National English Curriculum provides new requirements on English curriculum, textbook and grammar teaching. Grammar teaching is not only to explain grammatical rules but also to emphasize cultivation of grammatical competence.Therefore, it is necessary to get to know beliefs of grammar teaching and actual practice in grammar class.This case study aims to explore the teachers’ beliefs of grammar teaching and their relationship with teaching practice in senior high school by using quantitative and qualitative methods. Three aspects are shown: 1) English teachers’ beliefs of grammar teaching in senior high school; 2) relationship between beliefs of grammar teaching and teaching practice; 3) reasons for relationship. The study conducts questionnaires of 25 English teachers, interviews and teaching practice of three teachers from different years of teaching experience to explore senior high school teachers’ beliefs of grammar teaching. Those are conducted from five dimensions, including grammar, teachers and students’ role, students’ grammar learning, grammar teaching methods and teaching assessment. It analyzes the relationship between beliefs of grammar teaching and teaching practice and reasons of causing the relationship through observations and pre-interview and post-interview of grammar class.The findings indicate that: senior high school teachers hold positive beliefs ofgrammar teaching. Meanwhile, there is highly correspondence between teachers’ beliefs of grammar teaching and teaching practice, however, diverge mainly exists in teachers’ and students’ role. Teaching experience, pressure of exams and limitation of time are main reasons to see divergence of beliefs of grammar teaching and practice. Therefore,teachers need to reflect a lot to improve their grammar teaching to make it more effective.