Perceptions of Pre-service Teachers of English towards Grammar Teaching in the Turkish Context

dc.creator	Işıl Günseli Kaçar
dc.creator	Buğra Zengin
dc.date	2013-04-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:39Z
dc.date.available	2015-07-20T22:09:39Z
dc.identifier	1305-578X
dc.identifier	https://doaj.org/article/e9453ac78c79436bb39eb6d0b15b2d81
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12988
dc.description	Problem Statement: ESL/EFL grammar teaching has been a controversial issue due to the contextual differences. Therefore, there is a growing need to explore how English teachers perceive and practise grammar teaching in a variety of contexts. Research studies into this issue can provide them with context-sensitive perspectives.Purpose of Study: This study aimed to investigate the perceptions and classroom practices of Turkish pre-service teachers of English employing a quantitative research design.Methods: In this study, which employs a quantitative research design, the questionnaire adapted from a recently conducted study was distributed to 39 female and 5 male senior students at the Department of English Language Teaching at an English-medium state university in Turkey. They were all enrolled in the course Practice Teaching. The data were analyzed using the Statistical Package for Social Sciences (SPSS) version 18.Findings and Results: The student-teachers favored benefiting from not only form-focused instruction and but also holistic, meaning-based approaches. They assumed an active role in the teaching process as informed decision-makers sensitized to cultural and individual variables in their contexts within which their perceptions were shaped. Instructional challenges were the establishment of form-meaning mappings, informed use of authentic texts, contextualization, target language use, and skills integration.Conclusions and Recommendations: Classroom experience has helped student-teachers internalize the need for a balanced approach to grammar. Practice teaching course hours should be increased to proceduralize the skills of context-sensitive adjustments.
dc.language	English
dc.language	Turkish
dc.publisher	Journal of Language and Linguistic Studies
dc.relation	http://www.jlls.org/vol9no1/50-80.pdf
dc.relation	https://doaj.org/toc/1305-578X
dc.source	Journal of Language and Linguistic Studies, Vol 9, Iss 1, Pp 50-80 (2013)
dc.subject	perceptions towards grammar teaching
dc.subject	beliefs
dc.subject	pre-service teachers of English
dc.subject	context
dc.subject	explicit/implicit grammar instruction
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Perceptions of Pre-service Teachers of English towards Grammar Teaching in the Turkish Context
dc.type	article