The main purpose of this exploratory study was to investigate
teachers' beliefs towards grammar teaching and their practices when
teaching grammar in EFL classrooms. It aimed to collect evidence of
their instructional practices and examine the relationships between
their thoughts and actions. Furthermore, it attempted to stand on
the probable contextual factors that influence the transformation
of beliefs into practice. All the teachers involved in this study
were Arabs, teaching English language in government preparatory
schools in Sharjah. In the first stage of the study, 46 in-service
teachers were invited to fill in a self-report questionnaire to
elicit their beliefs and classroom practices regarding grammar
teaching. In the second stage, two semi structured interviews were
conducted with these teachers to gain deeper understanding of their
personal opinions, beliefs and perspectives. The findings revealed
that teachers undeniably have a set of multifaceted beliefs
regarding the eight beliefs dimensions under study including the
grammar role in learning, grammar approaches, grammar practising,
error treatment, the use of grammatical terminology and students'
first language.
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