A Study On Junior High English Teachers' Beliefs And Practice In Grammar Teaching

Grammar teaching has always been a controversial topic.Previous researches mainly focus on educational experience,and most of these studies regard teaching as a whole,and rarely involve the empirical study of the relationship between teachers'grammar teaching beliefs and practice.In view of this,this study focuses on the following three issues:(1)What are the grammar teaching beliefs of English teachers in junior high school?(2)What is the relationship between the beliefs and teaching practice about grammar teaching of English teachers in junior high school?(3)What are the factors affecting their relationship?In order to make the research results more scientific,this paper adopts both qualitative and quantitative research methods to study and analyze the relationship between the beliefs and practice of grammar teaching of junior high school English teachers.A total of 32 English teachers from Hefei junior high school take part in the questionnaire,and three representative teachers with different teaching ages accept interviews in this paper.The author conducts two interviews before and after class,and the questionnaire and interviews mainly include five aspects,namely grammar itself,grammar teaching methods,students' grammar learning,the role of teachers and students,and grammar teaching evaluation.Questionnaire and interview are to understand the junior high school English teacher's grammar teaching beliefs.Secondly,the typical grammar teaching classes of the three teachers are selected for detailed observation.The results of questionnaire and interview are combined to compare the grammar teaching beliefs of junior middle school English teachers with the actual classroom teaching.Finally,the reasons affecting their relationship are found out.It is found that the grammar teaching beliefs of junior high school English teachers have changed due to the reform of new curriculum standards.More and more teachers emphasize the importance of students' levels and context in grammar teaching.But at the same time,some teachers still stick to the traditional view and are unwilling to change and adopt a mechanical method to teach grammar.Besides,because some teachers are new to grammar teaching,teaching beliefs and teaching practice are difficult to achieve unity,which makes the grammar teaching beliefs and teaching practice of junior high school English teachers have both consistencies and inconsistencies.There are many reasons for these inconsistencies,mainly including four aspects,which are teachers' own factors,teachers' teaching experience,students'level and external environment factors.Based on the results of the above researches,this study has important implications for junior high school English grammar teaching,teachers' professional development,students' grammar learning and second language teaching research.