EFL TEACHERS' BELIEFS AND PRACTICES OF GRAMMAR TEACHING IN ENGLISH CLASSROOMS IN HIGH SCHOOLS

KEFFALE, MOLLA

dc.contributor.author	KEFFALE, MOLLA
dc.date.accessioned	2017-07-17T09:51:07Z
dc.date.available	2017-07-17T09:51:07Z
dc.date.issued	2017-07-17
dc.identifier.uri	http://hdl.handle.net/123456789/7361
dc.description.abstract	.. v i, I .t ... I • . ' ~ . . . , •, ,'· Th$"main purpose of this study was to investigate Dangila's High Schools English language teachers' ~ - beliefs about grammar and grammar teaching approaches, and their actual classroom practices of grammar teaching. The researcher took two high schools' EFL teachers as sample of the study. Purposive sampling, volunteer and comprehensive sampling technique were used to select the schools and sample participants. The required data were collected through classroom observation, questionnaire and inter~iew from the two high schools found in Dangila town. First, teachers' actual classroom practices were observed through observation checklist. Next, teachers' beliefs on grammar teaching were investigated through questionnaires, and observations. Finally, their responses were compared with their It actual classroom practices. In order to analyze and interpret the data, the researcher used both quantitative and qualitative methods. The data gathered through the closed-ended items were analyzed using descriptive statistic (frequency, percentage and mean). Whereas, the data gathered through openended items, classroom observation and interview were analyzed qualitatively. The results of the questio~ire generally indicated that English language teachers have positive beliefs about inductive grammar teaching approach. However, a great difference was found between teachers' beliefs and-their actual classroom practices. lt was also found out that the teachers had negative beliefs about traditional, teacher-centered approach. But their actual classroom did not match with their beliefs. Such differences between what teachers believe and practices in their own classrooms could have contributed their shares to the deterioration of high schools students' English proficiency. Finally, it is recommended that the concerned bodies, such as, the Ministry of Education, teacher education programs, English language experts in the national and regional levels and others s9ould play a ro~e in raising teachers' awareness, as beliefs greatly affect teachers' instructional decisions or must exert a maximum effort to reconcile the teachers' beliefs and their actual classroom practices by creating awareness on teachers about grammar teaching in the form of seminar, workshop, training to address the negative influences on the effectiveness of English language grammar teaching. .....	en_US
dc.subject	ENGLISH LANGAUGE AND LITERATURE	en_US
dc.title	EFL TEACHERS' BELIEFS AND PRACTICES OF GRAMMAR TEACHING IN ENGLISH CLASSROOMS IN HIGH SCHOOLS	en_US
dc.type	Thesis	en_US