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| Autor/inn/en | Wong, Cathy Chiu Yin; Barrea-Marlys, Mirta |
|---|---|
| Titel | The Role of Grammar in Communicative Language Teaching: An Exploration of Second Language Teachers' Perceptions and Classroom Practices. |
| Quelle | In: Electronic journal of foreign language teaching, 9 (2012) 1, S. 61-75
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| Beigaben | Anhang; Tabellen 1 |
| Sprache | englisch |
| Dokumenttyp | online; Zeitschriftenaufsatz |
| ISSN | 0219-9874 |
| Schlagwörter | Fallstudie; Interview; Qualitative Forschung; Unterrichtsmitschau; Lehrer; Grammatik; Kommunikativer Ansatz; Spanisch; Zweitsprachenerwerb; USA |
| Abstract | The purpose of the present qualitative case study was to look into second language (L2) teachers' perceptions and classroom implementations of grammar instruction with regard to communicative language teaching (CLT). The study focused on individual teachers' perspectives of CLT because teachers' perceptions of their pedagogical skills have an impact on how they teach. Participants were six college level teachers who taught Spanish as L2 in a major university in the Southern United States. Data were collected through classroom observations, interviews, and document and record collection. The findings indicated that there was a mixture of perceptions regarding the inclusion of explicit grammar instruction in a CLT classroom. The findings also revealed that teachers' perceptions of what they deem to be effective L2 instruction are influenced by their experience as learners as well as their observation of student learning. The results suggest that teachers' beliefs are generally reflected in their classroom practices, but exceptions may occur due to departmental regulations. Pedagogical implications for teacher education and world language methods courses were drawn up based on the findings of the study. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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