EXPLORING TEACHERS’ BELIEFS AND  PRACTICES REGARDING GRAMMAR  INSTRUCTION IN ENGLISH CLASSES

Benghezala, Mohamed; Cherchalli, safia (Directeur de thèse)

dc.contributor.author	Benghezala, Mohamed
dc.contributor.author	Cherchalli, safia (Directeur de thèse)
dc.date.accessioned	2022-05-05T08:30:40Z
dc.date.available	2022-05-05T08:30:40Z
dc.date.issued	2020
dc.identifier.uri	http://localhost:8080/xmlui/handle/20.500.12387/1972
dc.description	Bibliograhie : p.139-145.- Appendix: p.148-180	ar_AR
dc.description.abstract	The present study, conducted in 17 secondary schools in Biskra (Algeria), seeks to investigate teachers’ beliefs and practices in grammar pedagogy. Results confirmed that the majority of the teachers highly valued grammar as it was the key to learn English.The beliefs held by the teachers regarding the value of grammar were behind their tendency to instruct grammar explicitly and deductivelyin their classes. Key findings in this study revealed that the teachers’ beliefs and practices were neither totally connected nor completely mismatched raising awareness of the effect of a number of contextual factors (e.g. learners’ proficiency level and examinations demands) on the relationship between teachers’ beliefs and curriculum implementations.	ar_AR
dc.language.iso	other	ar_AR
dc.publisher	University of Algiers 2 Abou El Kacem Saadallah	ar_AR
dc.subject	TEACHERS	ar_AR
dc.subject	Grammar Teaching	ar_AR
dc.subject	Foreign language	ar_AR
dc.subject	ENGLISH CLASSES	ar_AR
dc.title	EXPLORING TEACHERS’ BELIEFS AND PRACTICES REGARDING GRAMMAR INSTRUCTION IN ENGLISH CLASSES	ar_AR
dc.title.alternative	A CASE STUDY OF SECONDARY SCHOOL TEACHERS IN BISKRA	ar_AR
dc.type	Thesis	ar_AR