NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1052671
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0965-8416
Conceptualisations of "Grammar Teaching": L1 English Teachers' Beliefs about Teaching Grammar for Writing
Watson, Annabel Mary
Language Awareness, v24 n1 p1-14 2015
This paper reports on an investigation of L1 English teachers' conceptual and evaluative beliefs about teaching grammar, one strand of a larger Economic and Social Research Council (ESRC)-funded investigation into the impact of contextualised grammar teaching [RES-062-23-0775]. Thirty-one teachers in English secondary schools were interviewed three times each over the course of a year-long project, discussing their beliefs about writing in general and grammar in particular. The results indicate that while teachers' initial conceptualisations of "grammar teaching" tend to reflect a prescriptive and traditional model of grammar, their beliefs about how it may be of value tend to evoke a rhetorical model. Their initial prescriptive conceptualisation is also related to negative affective responses to "grammar". This paper suggests that attempts to encourage support or enthusiasm for teaching grammar will therefore need to deal with teachers' explicit awareness (or lack thereof) of the variety of meanings that 'grammar teaching' can have.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)