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.
