چکیده:
This study was an attempt to explore the beliefs of Iranian EFL
teachers about the role of grammar in English language
teaching in both state schools and private language institutes.
Data were collected through a questionnaire developed by
Burgess and Etherington (2002), which consisted of 11 main
subscales and was divided into two sections. The first section
dealt with approaches to grammar teaching and the second with
student and teacher difficulties with grammar. An independent
sample t-test was used on all the eleven subscales to check the
differences among teachers’ beliefs in both state and private
language schools. Responses from 117 English language
teachers from both settings indicated that they appreciate the
value of grammar and its role in language teaching. However,
their beliefs were significantly different in three areas: explicit
teaching of grammar, the role of instruction versus exposure,
and presentation of grammar through authentic texts.
خلاصه ماشینی:
"Some areas regarding teachers’ attitudes in this questionnaire include the role of grammar in language teaching, explicit grammar teaching including the importance of instruction, the role of declarative knowledge, consciousness in the learning of grammar,comparison and contrast of structures, the use of grammatical terminology, problem-solving activities, correction, presentation of grammar through authentic texts, and the role of practice (see Appendix B).
3. So it could be inferred that although private language institute teachers cover different books and use more communicative tasks, they still believe in the role of explicit discussion of rules since students still expect them to do regardless of the types of books and activities.
While many teachers agree that it is possible to learn grammar through natural exposure to language according to the results obtained, formal instruction still holds weight among them and there seems to be a greater agreement with the view that instruction-based teaching of grammar helps students produce grammatically correct language.
Although many participants reported that they believed in inductive, implicit, problem solving activities, and presentation through authentic texts, the findings revealed that formal instruction, the use of grammatical terminology, and explicit grammar teaching are still valued among EFL teachers.
As indicated before, the majority of state high school teachers believed in the effectiveness of explicit teaching of grammar and treasured instruction much more than natural exposure to language.
As a result, this study attempted to explore Iranian teachers’ beliefs about the role of grammar and grammar instruction in language teaching in both state high schools and private language institutes."