should take responsibility for their learning, teachers should equip learners for the task of learning, and teaching should meet learners‘ need.
Their second survey attempted to shed light on the second assumption, that changes in teachers‘ practices are the result of changes in teachers‘ beliefs.
The responses on learner-centeredness offer clear evidence in support of this view. Yet, they did not find the same support for this assumption in the category
of materials and resources, or grammar teaching. There is little evidence that the respondents use additional materials and more variety of resources because of a
change in their beliefs about language teaching materials or how materials are chosen.
The results of their research support the third assumption that teacher change is multi-dimensional and triggered by many factors. Their question about
the sources of change reveals that many avenues bring about significant changes in teachers‘ practice. The clear thread running through many of the responses they
received is that collaborations offer the support, ideas and the encouragement necessary to implement positive change. Additionally, reflection and self-
appraisal are clearly beneficial for including change.
2. Teacher Cognition in Grammar Teaching: A Literature Review Borg,
2003
The study of teacher cognition in grammar teaching has been done by Borg since 1998. In 2003, he conducted a meta-analysis related to the same topic
entitled ‗Teacher Cognition in Grammar Teaching: A Literature Review‟. Among
other findings, Borg 2003: 96-108 concludes that:
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a. There is no suggestion in any of these studies that formal instruction is
becoming less prevalent in language classrooms. Teachers mostly in second and foreign language contexts generally reported that attention to grammar
was something they promoted in their work. b.
In reporting their beliefs about grammar teaching, teachers commonly refer to the impact on their views of their prior language learning experiences; there is
evidence that these exerts more significant impact on teachers‘ views than the results of formal research into grammar teaching.
c. Teachers‘ and students‘ views about aspects of grammar teaching may differ
considerably and, through there is no evidence to support this claim, it is suggested that such differences can be detrimental to the effectiveness of the
formal instruction teachers‘ provide. Studies of grammar teaching grounded in the classroom practices and
teachers‘ rationales have elaborated a multifaceted conception of teacher thinking and teacher knowledge in which tea
chers‘ understandings of language, pedagogy, and learners, shaped by the teachers‘ educational and professionals biographies,
interact in complex ways to define instructional decisions and practices in formal instruction. This latter body of work also shows that formal instruction remains a
key feature in the work of foreign language teachers. perpustakaan.uns.ac.id
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3. Teaching of Grammar: Teachers’ Beliefs, Instructional Contexts and
Practices Zain 2007
In her Ph.D thesis under the title „Teaching of Grammar: Teachers‟
Beliefs, Instructional Context and Practices
‘, Zain 2007 researched five Malaysian teachers. She found that those five teachers have different interrelated
sets of beliefs related to the five belief dimensions under study – beliefs about
learners, beliefs about language teachers, beliefs about grammar, beliefs about grammar learning and beliefs about grammar teaching. Previous personal and
professional experiences both negative and positive were found to contribute to the development of the five belief dimensions. Analysis of the congruence and
incongruence of teachers‘ held beliefs during instructional planning and implementation stages of teaching revealed three patterns: some aspects of their
held beliefs were not reflected at the planning stage but their instantaneous actions during instructional implementation were congruent with their professed beliefs,
some aspects of their held beliefs were incongruent at both stages of teaching, and some aspects of their held beliefs were congruent at both stages of teaching.
The congruence-incongruence of beliefs with practices is influenced by contextual factors in their work settings. Examination of teachers‘ accommodative
strategies in coping with contextual constraints revealed that teachers adopted different accommodative strategies when responding to different aspects of
contextual constraints. The concluding discussion addresses the important role of teachers‘ beliefs in making sense of teaching actions, decisions and interpreting
instructional contexts. It is also addresses the implications for improving training approach, course content and structure to help pre-service and in-service ESL
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teachers to develop valid and coherent personal-practical theories that match with the reality.
4. Vietnamese EAP English for Academic Purposes Teachers’ Belief about
