An Exploration of Students' Beliefs About Efl Grammar, Teaching and Learning, and Strategy Us: Grad 11 in Focus
No Thumbnail Available
Date
2001-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
There are complaints that students are attending higher institutions with
serious EFL grammar deficit and weaker ability to use it accurately. This
problem persists even while as well as after their college studies. Attempts
to increase the level of their accuracy are partly limited by lack of empirical
data regarding variables that underlie their beliefs, strategies and
difficulties. The purpose of this study was to investigate learners' beliefs
about EFL grammar, learning/teaching, and their strategy use. Data were
obtained from 100 grade 11 students with Belief Strategy Questionnaire
designed through literature review and unstructured interview. Four principal
belief and strategy factors were identified: (a) Beliefs About Grammar; (b)
Teaching/learning Beliefs; (c) Personal Strategy Use; and (d) Relationships
Between Beliefs and Strategy Preferences., At the same time, it has been
found out that: (a) the learners' view of grammar is chiefly the static /
'mechanic' one in contrast to the 'dynamic'/'organic' view; (b) their grammar
teaching-learning beliefs are, greatly, of product-oriented. as opposed to
process - and skill-oriented ones; (c) their personal strategy use is
predominantly limited to learning grammar from product perspective In
preference to process and skill perspectives; and ultimately (d) the factor
analysis of the data has shown strong impacts of the learners'
static/mechanic views of grammar in their teaching and learning strategy
preference. These findings provide valuable information that can be used as
the bases for developing appropriate programs and strategies that take into
account the learners' beliefs, experiences, wants and difficulties.
Description
Keywords
Teaching and Learning