Teachers’ practices and beliefs of grammar instruction in second language classroom

Abstract

The study attempts to investigate the teachers’ practices and beliefs of grammar instruction in second language classroom. The researcher has developed a conceptual framework which addresses on the four main concepts which are the factors influencing teachers’ beliefs, teachers’ practices, direct-indirect method and explicit-implicit approach. A mixed method design which includes both qualitative and quantitative research methods were employed in this descriptive study. The purpose of this study was to explore and investigate teachers’ practices and beliefs of grammar instruction as well as to study the relationship between teachers’ actual practices and beliefs on grammar instruction. The samples consisted of 19 English teachers from Kolej Profesional MARA at Indera Mahkota who were teaching diploma students. Questionnaires were distributed to the respondents in order to find out what their beliefs and they were observed to see what their actual practices towards grammar instruction in second language classroom. Interview sessions were also carried out to study what the relationship between the actual practices and teachers’ beliefs. In summary, the findings indicated that there was a statistically significant relationship between teachers’ belief and their practices on grammar instruction in second language classroom.