A Study On The Agreement Of Grammar Teaching Beliefs And Behaviors Of English Teachers In The Senior High School

Since the class teaching system was started by Comenius, teachers had undertaken important roles in class management, classroom teaching and evaluation. And in the past thirty years, research on teachers has shifted from the explicit behaviors to the inner world, called "teacher beliefs", referring to the inner views held by teacher on teaching itself, grammar cognition, the roles of teacher and students and so on.As grammar teaching in the secondary school is very important in the context of China’s English education, laying the foundation for the systematic English study, this paper aims at investigating the relationship of the teacher’s teaching beliefs and teaching behaviors in terms of English grammar. Research on teaching beliefs and teaching behaviors can guide teachers in adjusting their teaching beliefs, improving their teaching behaviors, and enhancing their teaching efficiency.The present study addresses three questions:(1) What beliefs do the senior high school English teachers hold in teaching grammar?(2) What behaviors can be observed in senior high school English teachers’grammar teaching?(3) Are senior high school English teachers’grammar teaching beliefs consistent with their grammar teaching behaviors? If there exist conflicts, what are the causing factors?Using interviews and questionnaires, the author investigated nine English teachers in Dingzhou Secondary School. The questionnaire includes five aspects of teaching beliefs. The interview is designed to get more detailed information of teachers’teaching beliefs. The author also made classroom-observation to explore the current condition of teaching behaviors.The results of the research show that there is inconsistency in the relationship between teaching beliefs and teaching behaviors. The teaching beliefs are more advanced than their teaching behaviors. The reason can be summed up in the following:(1) Although the English teachers in senior high school are exposed to some new ideas, they find it hard to put new teaching method into practice, and some teachers still use the traditional teaching method.(2) Both the teaching beliefs and teaching behaviors are affected by gender, teaching experience, academic degree, training background.(3) The teachers make little teaching reflections and they face the pressure from college entrance examination so they are bewildered.