Naslov
The Influence of Pre-Service Teachers’ Beliefs about Language Learning on Their Attitudes towards Grammar Instruction

Autori
Meštrović Štajduhar, Irena

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Languages & Linguistics Abstracts Sixth Annual International Conference on Languages & Linguistics / Papanikos, Gregory T. - Atena : Athens Institute for Education and Research (ATINER), 2013, 59-59

ISBN
978-618-5065-10-2

Skup
6th Annual International Conference on Languages & Linguistics

Mjesto i datum
Atena, Grčka, 08.07.2013. - 11.07.2013

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Nije recenziran

Ključne riječi
pre-service teachers; beliefs; grammar instruction

Sažetak
In the foreign language classroom of the 21st century, the development of communicative competence has been adopted as the primary aim of foreign language learning in many parts of the world. While grammar has traditionally been considered central to language learning, foreign language communicative competence is now viewed as more comprehensive, entailing pragmatic and sociolinguistic competence as well. This paradigm shift inevitably calls for adaptations in the processes of foreign language learning and teaching. It is widely recognized that the process of language learning is influenced by the interplay of a myriad of factors, such as learner age, motivation, learning styles, previous experiences, curriculum, teaching materials and instruction methods. In addition, individual teacher differences are likely to significantly affect the language learning classroom: teachers' beliefs about language learning will be reflected in the syllabi, material choices, instruction foci and assessment methods. Considering the mentioned paradigm shift, it is necessary to investigate whether teachers’ beliefs have indeed changed correspondingly. The purpose of this study was to explore (i) how pre-service teachers conceptualise foreign language communicative competence, (ii) what skills and knowledge they consider essential for a competent language user to possess, (iii) how they view the role of grammar instruction and (iv) how their beliefs about language learning and competent users affect their attitudes toward grammar instruction. During their final semester a Master’s Program in TESOL, a group of pre-service teachers was asked to provide written reflections on teaching grammar and a focus group discussion on what makes someone a competent language user was organized. Preliminary results show that grammar is viewed as one of the most important indicators of language competence, and accordingly, there is still an apparent inclination to give grammar a prominent role in the language learning classroom.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija, Filologija

POVEZANOST RADA