Challenges and Change: Integrating Grammar Teaching with Communicative Work in Senior High School EFL Classes

Autor/in	Underwood, Paul R.
Titel	Challenges and Change: Integrating Grammar Teaching with Communicative Work in Senior High School EFL Classes
Quelle	In: SAGE Open, 7 (2017) 3, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244017722185
Schlagwörter	Grammar; Teaching Methods; Communicative Competence (Languages); Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Correlation; Cultural Context; Social Environment; Case Studies; Foreign Countries; National Curriculum; Diaries; Theory Practice Relationship; Japan + Suchen Sie Ihr Suchwort? Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Korrelation; Soziales Umfeld; Case study; Fallstudie; Case Study; Ausland; Diary; Tagebuch; Theorie-Praxis-Beziehung
Abstract	This article reports a multiple case study that explores the potential impact of Japan's national curriculum for senior high school English as a foreign language (EFL), specifically in relation to the integration of grammar teaching with communicative work, a key component of the curriculum and an area globally underresearched in high schools. The beliefs and practices of four Japanese EFL teachers from different public and private high schools were investigated over a 16-month period. Quantitative data were collected from four classroom observations, while qualitative data were gathered through a preliminary beliefs questionnaire, 10 teacher journals, and postobservation and semistructured interviews. Extending the EFL literature to date, this article draws on the theory of planned behavior as an analytical framework to reveal a complex interrelationship between the various attitudinal, social, and contextual factors that would both obstruct and facilitate teachers' integration of grammar teaching with communicative work. Importantly, the findings also bring to light a number of concrete ways in which some teachers manage severe social and other contextual pressures to successfully achieve integration, despite the influence of university entrance examinations that emphasize reading. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01