“I think that is a better way to teach but …”: EFL teachers’ conflicting beliefs about grammar teaching

Sato, Masatoshi; Oyanedel, Juan Carlos

doi:10.1016/j.system.2019.06.005

Cited by 49 publications

(40 citation statements)

References 60 publications

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“…As a result, pedagogical experience had a positive and negative impact on conflicting beliefs. In general, teachers ' beliefs about how to learn L2 have led to a different set of beliefs than those about how to learn L2 [11]. From this study, we can see that the effectiveness of teaching grammar is determined by a survey based on the views of teachers and practical work.…”

Section: Methodsmentioning

confidence: 82%

Current perspectives on pronunciation skill development

Rizakhodjayeva¹,

Abdulamit²

2021

Bul. InEU

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Main problem: the article discusses the importance of modern methods used in the development of pronunciation skills in teaching English in Kazakh schools. Currently, in their practice, teachers are guided by four main areas: listening, speaking, reading, and writing. However, if we partially distinguish these skills, there are many auxiliary skills: pronunciation, spelling, grammar, vocabulary, punctuation... and much more. Here, the most important of these skills is the pronunciation skill, so the research work included providing the most effective modern methods aimed at developing students ' pronunciation skills, applying them on the basis of practice, and differentiating the result. Purpose: to determine the importance of pronunciation in a student's ability to speak a foreign language fluently and suggest ways to develop it using the ‘Ben Franklin’ exercise. Methods: descriptive, systematization and analytical methods were used in the course of the study. Results and their significance: the authors of the article identified the important role of pronunciation skills in the development of students 'fluency in English in the modern updated educational process of the country and proposed the Ben Franklin exercise, aimed at developing students' pronunciation skills in the process of teaching English. Within the framework of world education, English teachers are able to generalize the importance of a new type of technology for the development of any language competence of a student in the acquisition of a foreign language by a student. After all, changes in the progressive development of society lead to the introduction of new ideas and modern traditions in the content of Education.

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Section: Methodsmentioning

confidence: 82%

Current perspectives on pronunciation skill development

Rizakhodjayeva¹,

Abdulamit²

2021

Bul. InEU

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“…The resulting developmental outcomes in those instructed contexts, including EFL in Chile, are often only in receptive skills (listening and reading) at best, but the development of productive skills suffers. Nonetheless, due to rapid economic growth and internationalization, the societal needs of English in Chile have increased in the past few years (see Sato & Oyanedel, 2019). Hence, learners in the Chilean EFL context are currently at the juncture of the conflict between the need for effective L2 teaching and social pressure to develop necessary communicative L2 skills.…”

Section: Methodsmentioning

confidence: 99%

Generating a Roadmap for Possible Selves via a Vision Intervention: Alignment of Second Language Motivation and Classroom Behavior

Sato

2020

TESOL Quarterly

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This study explored the impact of a vision intervention in a second language (L2) classroom. In addition to self‐reported motivational variables, the study examined the intervention’s impact on L2 production during teacher–student interactions. Two intact university‐level classes were assigned to the experimental (n = 26) and control (n = 24) groups. The vision intervention focused on entrepreneurship to trigger and enhance vision of the business‐major students and incorporated group work relating to future L2 use in the global market. The results show that the intervention positively affected the ideal L2 self and international posture, but the ought‐to L2 self and intended effort were not affected. Also, the experimental group increased target language use over time. The correlational analyses of the motivational and behavioral variables showed that only after the intervention was target language use positively correlated with the ideal L2 self, but negatively with the ought‐to L2 self. The article concludes with pedagogical recommendations such as using vision‐based materials tailored for a specific group of learners and breaking down the learning goals into smaller and more manageable pieces.

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“…English teachers experience even greater difficulties than educators in other disciplines as concerns motivating students (Glas, 2013) to participate, interact, and use the language in the classroom (Rojas et al, 2013). This makes it harder to comply with Ministry requirements and meet learners' diverse needs, driving many teachers to resort to traditional teaching practices (Yilorm-Barrientos & Acosta-Morales, 2016), more grammar than communication oriented (Barahona, 2015;Sato & Oyanedel, 2019).…”

Section: Chilean Contextmentioning

confidence: 99%

The Socio-Emotional Influence of Past Teachers on Novice English Teachers’ Beliefs

Rosas-Maldonado

Durán-Castro

Martin

2021

Profile: Issues Teach. Prof. Dev.

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Teachers’ past learning experiences, also referred to as “apprenticeship of observation,” can affect their beliefs and, in turn, their teaching practices. This study focused on the apprenticeships of observation of Chilean novice English teachers and sought to identify the possible influence of their past English teachers on their teaching and learning views in an English as a foreign language context. The qualitative multiple case study design gathered the narratives of 18 teachers using an open-ended survey and in-depth interviews. Results showed that the teachers’ apprenticeship of observation influenced their socio-emotional and affective views on teaching with a main concern on teacher-student relationships. From a sociocultural perspective, it was found that feelings associated with these experiences helped them understand their own practice.

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“I think that is a better way to teach but …”: EFL teachers’ conflicting beliefs about grammar teaching

Cited by 49 publications

References 60 publications

Current perspectives on pronunciation skill development

Current perspectives on pronunciation skill development

Generating a Roadmap for Possible Selves via a Vision Intervention: Alignment of Second Language Motivation and Classroom Behavior

The Socio-Emotional Influence of Past Teachers on Novice English Teachers’ Beliefs

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