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ERIC Number: EJ1060736
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0950-0782
The Problem of Grammar Teaching: A Case Study of the Relationship between a Teacher's Beliefs and Pedagogical Practice
Watson, Annabel
Language and Education, v29 n4 p332-346 2015
Through a case study of a first-language English teacher's approach to teaching writing, the significance of conceptual and affective beliefs about grammar for pedagogical practice is explored. The study explores a perceived dichotomy between grammar and creativity, examining a belief that attention to grammar is separate and secondary to the generation of ideas, the creation of meaning and to personal expression. It indicates that, in this case, these perceptions are related to formulaic approaches to the teaching of grammar for writing which separate content and form and reduce attention to grammar to a superficial level. Theoretically, the study provides evidence that beliefs play an important role in influencing pedagogy in contested areas of the curriculum. It demonstrates how affective and conceptual elements of belief can shape practice, particularly when external constraints on teaching are low. It argues that attempts to advance a rhetorical and contextualised approach to grammar, as evident in parts of the English National Curriculum, must therefore take into account the impact of teachers' beliefs about grammar.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)