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Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2019, Cilt: 8 Sayı: 3, 791 - 806, 23.09.2019

Hande Serdar Tülüce

Öz

Kaynakça

  • Andrews, S. (2003). Just like instant noodles: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching: Theory and Practice, 9(4), 351-375.
  • Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40, 282-295.
  • Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17, 39-68.
  • Borg, S. (1999). The use of grammatical terminology in the second language classroom: A qualitative study of teachers’ practices and cognitions. Applied Linguistics, 20(1), 95-126.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36, 81-109.
  • Borg, S. (2006). Teacher cognition and language education. Continuum, London.
  • Breen, M. P., Hird, B., Milton, M., Oliver, R., &Thwaite, A. (2001). Making sense of language teaching: Teachers’ principles and classroom practices. Applied Linguistics, 22(4), 470-501.
  • Burns, A., & Knox, J. (2005). Realisation(s): systematic-functional linguistics and the language classroom. In N. Bartels (Ed.), Applied Linguistics and language teacher education (pp.235-259). New York: Springer.
  • Clair, N. (1998). Teacher study groups: persistent questions in promising approach. TESOL Quarterly, 32, 465-492.
  • Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal, 57(4), 344-351.
  • Farrell, T. S. C. (2008). Reflective language teaching: from research to practice. London: Continuum Press.
  • Farrell, T. S. C., & Lim, P. C. P. (2005). Conceptions of grammar teaching: A case study of teachers’ beliefs and classroom practices. TESL-EJ, 9, 1-13.
  • Farrell, T. S. C., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: a case study. Language Teaching Research, 19(5), 594-610.
  • Fives, H. & Buehl, M. M. (2012). Spring cleaning fort he “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In APA Educational psychology handbook, Vol. 2. Individual Differences and cultural and contextual factors, ed. K. R. Harris, S. Graham, and T. Urdan (Editors-in-Chief), 471-499, Washington, DC, US: American Psychological Association.
  • Fung, L., & Chow, L.P.Y. (2002). Congruence of student teachers’ pedagogical images and actual classroom practices. Educational Research 44(3), 313-322. Glaser, B. G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Publishers.
  • Graden, E. C. (1996). How language teachers’ beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29(3), 387-395.
  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. ERIC/ECTJ Annual Review Paper, 29, 75-91.
  • Johnson, K. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behaviour, 24 (1, 83-108.
  • Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice ESL teachers. Teaching and Teacher Education, 10(4), 439-452.
  • Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Research, 23, 102-128.
  • Lee, Y. S., Baik, J., & Charlesworth, R. (2006). Differential effects of kindergarten teacher’s beliefs about developmentally appropriate practice on their use of scaffolding following inservice training. Teaching and Teacher Education, 22, 935-945.
  • Merriam, S. B. (1988). Case study research in education: a qualitative approach. San Francisco, CA: Jossey-Bass.
  • Mitchell, L. & Hedge, A. (2007). Beliefs and practices of in-service preschool teachers in inclusive settings: Implications for personnel preparation. Journal of Early Childhood Teacher Education, 28, 353-366.
  • Ng, E. K. J., & Farrell, T. S. C. (2003). Do teachers’ beliefs of grammar teaching match their classroom practices? A Singapore case study. In English in Singapore: research on grammar, ed. D. Deterding, A. Brown, and E. L. Brown, 128-137. Singapore: McGraw Hill.
  • Nishimuro, M., & Borg, S. (2013). Teacher cognition and grammar teaching in a Japanese high school. JALT Journal, 35(1), 29-50.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Phipps, P., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37, 380-390.
  • Richards, J. C., & Pennington, M. (1998). The first year of teaching. In J. C. Richards (Ed.), Beyond training. Cambridge: CUP.
  • Richardson, J. C., Gallo, P. B., & Renandya, W. A. (2001). Exploring teachers’ beliefs and the processes of change. PAC Journal, 1(1),41-58.
  • Sato, K., & Kleinsasser, R.C. (2004). Beliefs, practices, and interactions of teachers in a Japanese high school English department. Teaching and Teacher Education, 20, 797-816.
  • Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgements, decisions, and behavior. Review of Educational Research, 51, 455-498.
  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
  • Stipek, D. J., & Byler, P. (1997). Early childhood education teachers: Do they practice what they preach? Early Childhood Research Quarterly, 12, 305-325.
  • Tillema, H. H. (2000). Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action. Teaching and Teacher Education, 16, 575-591.
  • Tsui, A. (2003). Understanding expertise in teaching: case studies of EFL teachers. New York: Cambridge University Press.
  • Yin, R. K. (1994). Case study research: design and methods. 2nd edition. Thousand Oaks, CA: Sage.

The Correspondence Between Beliefs and Practices of an EFL Teacher Regarding L2 Grammar Teaching

Yıl 2019, Cilt: 8 Sayı: 3, 791 - 806, 23.09.2019

Hande Serdar Tülüce

Öz

This paper presents a case study that explored and compared the stated pedagogical beliefs and observed classroom practices of Suna, an experienced EFL teacher, with regard to L2 grammar teaching at a preparatory school of a university in Turkey. A qualitative analysis of the data collected through classroom observations, interviews, and reflective notes indicated the key features of Suna’s classroom practices and her pedagogical beliefs with regard to L2 grammar teaching as well as the correspondence between them. The findings of the study revealed that Suna exhibited, to a great extent, congruence between her stated beliefs and her observed classroom practices regarding L2 grammar teaching. The findings also lend support to the existing literature that highlights the role of contextual factors in mediating the relationship between teacher beliefs and classroom practices such as learner expectations and needs, exams and time constraints. 

Anahtar Kelimeler

English language teaching Teacher beliefs Grammar teaching Classroom practices

Kaynakça

  • Andrews, S. (2003). Just like instant noodles: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching: Theory and Practice, 9(4), 351-375.
  • Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40, 282-295.
  • Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17, 39-68.
  • Borg, S. (1999). The use of grammatical terminology in the second language classroom: A qualitative study of teachers’ practices and cognitions. Applied Linguistics, 20(1), 95-126.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36, 81-109.
  • Borg, S. (2006). Teacher cognition and language education. Continuum, London.
  • Breen, M. P., Hird, B., Milton, M., Oliver, R., &Thwaite, A. (2001). Making sense of language teaching: Teachers’ principles and classroom practices. Applied Linguistics, 22(4), 470-501.
  • Burns, A., & Knox, J. (2005). Realisation(s): systematic-functional linguistics and the language classroom. In N. Bartels (Ed.), Applied Linguistics and language teacher education (pp.235-259). New York: Springer.
  • Clair, N. (1998). Teacher study groups: persistent questions in promising approach. TESOL Quarterly, 32, 465-492.
  • Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal, 57(4), 344-351.
  • Farrell, T. S. C. (2008). Reflective language teaching: from research to practice. London: Continuum Press.
  • Farrell, T. S. C., & Lim, P. C. P. (2005). Conceptions of grammar teaching: A case study of teachers’ beliefs and classroom practices. TESL-EJ, 9, 1-13.
  • Farrell, T. S. C., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: a case study. Language Teaching Research, 19(5), 594-610.
  • Fives, H. & Buehl, M. M. (2012). Spring cleaning fort he “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In APA Educational psychology handbook, Vol. 2. Individual Differences and cultural and contextual factors, ed. K. R. Harris, S. Graham, and T. Urdan (Editors-in-Chief), 471-499, Washington, DC, US: American Psychological Association.
  • Fung, L., & Chow, L.P.Y. (2002). Congruence of student teachers’ pedagogical images and actual classroom practices. Educational Research 44(3), 313-322. Glaser, B. G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Publishers.
  • Graden, E. C. (1996). How language teachers’ beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29(3), 387-395.
  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. ERIC/ECTJ Annual Review Paper, 29, 75-91.
  • Johnson, K. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behaviour, 24 (1, 83-108.
  • Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice ESL teachers. Teaching and Teacher Education, 10(4), 439-452.
  • Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Research, 23, 102-128.
  • Lee, Y. S., Baik, J., & Charlesworth, R. (2006). Differential effects of kindergarten teacher’s beliefs about developmentally appropriate practice on their use of scaffolding following inservice training. Teaching and Teacher Education, 22, 935-945.
  • Merriam, S. B. (1988). Case study research in education: a qualitative approach. San Francisco, CA: Jossey-Bass.
  • Mitchell, L. & Hedge, A. (2007). Beliefs and practices of in-service preschool teachers in inclusive settings: Implications for personnel preparation. Journal of Early Childhood Teacher Education, 28, 353-366.
  • Ng, E. K. J., & Farrell, T. S. C. (2003). Do teachers’ beliefs of grammar teaching match their classroom practices? A Singapore case study. In English in Singapore: research on grammar, ed. D. Deterding, A. Brown, and E. L. Brown, 128-137. Singapore: McGraw Hill.
  • Nishimuro, M., & Borg, S. (2013). Teacher cognition and grammar teaching in a Japanese high school. JALT Journal, 35(1), 29-50.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Phipps, P., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37, 380-390.
  • Richards, J. C., & Pennington, M. (1998). The first year of teaching. In J. C. Richards (Ed.), Beyond training. Cambridge: CUP.
  • Richardson, J. C., Gallo, P. B., & Renandya, W. A. (2001). Exploring teachers’ beliefs and the processes of change. PAC Journal, 1(1),41-58.
  • Sato, K., & Kleinsasser, R.C. (2004). Beliefs, practices, and interactions of teachers in a Japanese high school English department. Teaching and Teacher Education, 20, 797-816.
  • Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgements, decisions, and behavior. Review of Educational Research, 51, 455-498.
  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
  • Stipek, D. J., & Byler, P. (1997). Early childhood education teachers: Do they practice what they preach? Early Childhood Research Quarterly, 12, 305-325.
  • Tillema, H. H. (2000). Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action. Teaching and Teacher Education, 16, 575-591.
  • Tsui, A. (2003). Understanding expertise in teaching: case studies of EFL teachers. New York: Cambridge University Press.
  • Yin, R. K. (1994). Case study research: design and methods. 2nd edition. Thousand Oaks, CA: Sage.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Hande Serdar Tülüce 0000-0003-1461-2158

Yayımlanma Tarihi 23 Eylül 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 8 Sayı: 3

Kaynak Göster

APA Serdar Tülüce, H. (2019). The Correspondence Between Beliefs and Practices of an EFL Teacher Regarding L2 Grammar Teaching. Cumhuriyet Uluslararası Eğitim Dergisi, 8(3), 791-806.
 Kapak Resmi İndir

e-ISSN: 2147-1606