Akademik Veri Yönetim Sistemi
Edebiyat, Dil ve Eğitim Araştırmalarında Yeni Yönelimler, Ömer Solak,Samet Doykun, Editör, Nobel Yayınevi, Ankara, ss.720-729, 2025
Every language teacher has their own views about language learning and teaching. Some prioritize linguistic accuracy over fluency, while others put the emphasis on fluency at the expense of accuracy in the process of foreign language learning and teaching. Therefore, teachers individually bring distinct theories and pedagogical approaches to their classrooms, and they employ a variety of techniques and strategies to teach the target language. At this very point, Richards and Rodgers (2001: 27) reinforce the same perspective through their assertation that ―different philosophies at the level of approach may be reflected in the use of different kinds of activities and in different uses for particular activity type.‖ In other words, teachers‘ practices differ because they adhere to and implement distinct approaches to foreign language teaching. Accordingly, teachers‘ preference for different approaches and techniques can be attributed to their varying beliefs about language learning and teaching. Therefore, it is obvious that beliefs play a very significant role on people‘s thinking, decisions, and personality (Borg, 2003). In that sense, teachers‘ beliefs provide researchers with some valuable clues about teachers‘ assumptions and perceptions related to teaching and learning, and types of instruction they employ to teach (Kagan, 1992). Additionally, teachers‘ beliefs and perceptions have an influence on their instructional decisions regarding grammar teaching, as well (Borg, 1998; Phipps, 2009; Altunbaşak, 2010; Erdali, 2015; Önalan, 2018). Some favor explicit/direct grammar teaching, whereas others prefer implicit/indirect grammar teaching. Such varying preferences and instructional practices among language teachers largely depend on their underlying beliefs and views regarding the teaching and learning foreign and second languages. Furthermore, those beliefs are generally shaped by some certain factors including teachers‘ experiences with formal knowledge, their social interactions within the school context, and evolving teacher education programs (Şenel, 2006). In this regard, teachers‘ beliefs have become a compelling area of research interest for both researchers and practitioners, as such beliefs are thought to exert a profound influence on their numerous classroom practices from teaching style to material selection and instructional decision making. Therefore, a considerable number of studies in the literature have examined this topic so far. Sağlıcak (1999) studied the relationship between teachers‘ beliefs and their instructional practices and decisions in their classes. Aktaş (2001) focused on the comparison of Turkish EFL learners‘ and their teachers‘ beliefs about language learning. Kırıcı (2001) employed a teachers‘ beliefs scale to compare co-operating teachers and pre-service teachers in relation to observed classroom events. Şenel (2006) investigated the concept of effective teaching with a group of participating teachers who differed in educational background, gender, and teaching experience. Hatipoğlu (2005) focused on teachers‘ beliefs about innovations in teaching English. Both Güler (2007) and Yurdaışık (2007) studied English teachers‘ perspectives on the teaching of reading skills. Aslan (2010) and Erdali (2016) investigated teachers‘ beliefs about grammar teaching from different perspectives. Although much has been discussed and investagated regarding teachers‘ beliefs about grammar teaching, the area still remains worthy of exploration, as limited research has specifically focused on university instructors‘ beliefs and their actual practices regarding grammar instruction. For those reasons, the current study seeks to explore EFL instructors‘ beliefs and practices concerning grammar instruction in relation to their years of teaching experience and educational background. The study is derived from the author‘s Master‘s thesis conducted at Başkent University Preparatory School. In this regard, the study attempts to find answers to the following research questions: To what extent do teachers‘ years of teaching experience influence their attributions regarding the role of grammar, grammar presentation, practice, and error correction? To what extent do teachers‘ academic backgrounds influence their attributions concerning the role of grammar, grammar presentation, practice, and error correction?