Teaching Grammar: Working with student teachers

Burgess, Tony; Turvey, Anne; Quarshie, Richard

doi:10.1080/135868400109708

Cited by 17 publications

(7 citation statements)

References 2 publications

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“…This subject knowledge problem extends into initial teacher training courses, with Kolln and Hancock (2005) complaining that most pre-service programs for English teachers in the USA do not address grammatical knowledge, and a number of UK studies reporting weaknesses in grammatical knowledge (Andrews, 1994(Andrews, , 1999Bloor, 1986;Burgess et al, 2000;Chandler et al, 1988;Hislam and Cajkler, 2006;Williamson and Hardman, 1995;Wray, 1993). In Australia, Louden et al (2005) conducted a survey which indicated that teachers do not feel confident about teaching grammar when they complete their training, and Harper and Rennie's pre-service teachers ( 2009) 'showed limited understandings in their ability to analyse the parts and structure of sentences, and their knowledge of metalinguistic terms did not seem to extend past the basic concepts of "noun", "verb" and "adjective" ' (2009: 27).…”

Section: Teaching Grammar and The Demands On Content And Pedagogicmentioning

confidence: 99%

The role of grammar in the writing curriculum: A review of the literature

Myhill

Watson

2013

Child Language Teaching and Therapy

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For most Anglophone countries, the history of grammar teaching over the past 50 years is one of contestation, debate and dissent: and 50 years on we are no closer to reaching a consensus about the role of grammar in the English/Language Arts curriculum. The debate has been described through the metaphor of battle and grammar wars (Kamler, 1995; Locke, 2005), frequently pitting educational professionals against politicians, but also pitting one professional against another. At the heart of the debate are differing perspectives on the value of grammar for the language learner and opposing views of what educational benefits learning grammar may or may not accrue. At the present time, several jurisdictions, including England and Australia, are creating new mandates for grammar in the curriculum. This article reviews the literature on the teaching of grammar and its role in the curriculum and indicates an emerging consensus on a fully-theorized conceptualization of grammar in the curriculum.

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Section: Teaching Grammar and The Demands On Content And Pedagogicmentioning

confidence: 99%

The role of grammar in the writing curriculum: A review of the literature

Myhill

Watson

2013

Child Language Teaching and Therapy

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“…Some of them have stressed the positive role of teacher education programs in altering teachers' beliefs (Burgess, Turvey, & Quarshire, 2000;Donahue, 2003;Mattheoudakis, 2007;Peacock, 2001;Stuart & Thurlow, 2000;Yook, 2010). Richardson (1996) stressed that beliefs are thought to drive actions and experiences can lead to change in beliefs.…”

Section: Previous Studies On Teachers' Beliefsmentioning

confidence: 99%

Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature

Gilakjani¹,

Sabouri²

2017

ELT

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Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers' beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning. Teachers' beliefs have a deep impact on their classroom principles. The realization of this relationship is very important for teachers to prepare and implement their new syllabus. Teachers' beliefs affect what they accomplish in their classroom, their attitudes, and their learner' beliefs. They guide teachers to adopt their teaching strategies for coping with their teaching challenges, shape language learners' learning environment, their motivation and their language ability. In this study, the researchers define the term belief, explain the nature of teachers' beliefs, express sources of teachers' beliefs, and finally mention some previous studies on teachers' beliefs. The review of related literature revealed that investigating teachers' beliefs will help them change their methods to teaching and learning over time in order to bring about more improvement for language learners.

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“…Their positive attitudes arose from the frustration they felt in their lack of knowledge and the sense of empowerment that accompanied their new understanding when they taught themselves about grammar. Given Tillema's finding that affect underpins belief change (2008), the question remains for those engaged in teacher development as to how to encourage more teachers to embrace an aspect of English which they may find challenging emotionally, as well as intellectually (Burgess et al 2000). The study is significant in underlining the need for policy and professional development to take account of teachers' affective responses to curriculum change: the affective discourses constructed by these teachers signal that addressing the 'grammar problem' is more than a simple matter of subject knowledge and top-up courses, but one in which engagement is mediated by emotions, not just intellectual knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…Since the introduction of the NLS, studies of first-language English teachers' feelings about grammar have tended to focus on trainee teachers. These have reported the psychological difficulty for trainees of confronting an aspect of subject knowledge which lags far behind abilities in other areas (Burgess et al 2000). Cajkler and Hislam's (2002) study of primary PGCE students found 'considerable anxiety' about grammar at the start of the course, and interestingly discovered that while 'knowledge increased' during the PGCE year, 'anxiety remained high,' (abstract) indicating a potentially deep-rooted apprehension about grammar.…”

Section: Affect Beliefs and The Grammar Debatementioning

confidence: 99%

Navigating ‘the pit of doom’: Affective responses to teaching ‘grammar’

Watson

2012

English in Education

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This article presents the outcomes of a study investigating current secondary English teachers' beliefs about grammar teaching, and illustrates the salience of teachers' emotional response to the issue. Interviews with 31 teachers reveal two discourses which frame the ways in which teachers express their feelings: a dominant discourse of grammar as threatening, reactionary and dull, and an oppositional discourse which positions grammar as inspiring, fascinating, and empowering. The influence of these discourses on practice is explored, along with examples of how attitudes can change as a result of participation in a research project.

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Teaching Grammar: Working with student teachers

Cited by 17 publications

References 2 publications

The role of grammar in the writing curriculum: A review of the literature

The role of grammar in the writing curriculum: A review of the literature

Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature

Navigating ‘the pit of doom’: Affective responses to teaching ‘grammar’

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