Matches in Beliefs between Teachers and Students, and Success in L2 Attainment: The Georgian Example

Autor/in	Polat, Nihat
Titel	Matches in Beliefs between Teachers and Students, and Success in L2 Attainment: The Georgian Example
Quelle	In: Foreign Language Annals, 42 (2009) 2, S.229-249 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/j.1944-9720.2009.01019.x
Schlagwörter	Prerequisites; Second Language Learning; Teacher Student Relationship; Teaching Methods; Beliefs; Foreign Countries; English (Second Language); Grammar; Questionnaires; Interviews; Observation; Grades (Scholastic); Second Language Instruction; Georgia Republic + Suchen Sie Ihr Suchwort? Voraussetzung; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Notenspiegel; Fremdsprachenunterricht
Abstract	This study addresses matches in beliefs between Georgian English learners and teachers and relationships among beliefs and overall language and grammar achievement, exploring the underlying reasons behind beliefs. Utilizing a mixed-method design, the researcher collected data through student/teacher questionnaires, evaluation inventories, observations, interviews, and course-book analyses. Participants included 30 teachers and 40 students. Findings suggested that the overwhelming majority of participants endorsed grammar's significance, considering knowledge of L1 grammar and learning of L2 grammar prerequisites to language learning. Contradicting suggested program course-books and goals, most teachers/students championed traditional ways of teaching/learning grammar. In addition, unlike the nonmatching group, students in the matching group had higher grammar grades than their overall grades. Testing and observation data indicated that neither matches nor mismatches in beliefs seemed to contribute to overall language achievement. (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/journal/121504029/home?CRETRY=1&SRETRY=0
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10