Thesis (M.Sc.) - Cairo University - Post-graduate Studies of Education - Department of Curriculum and Instruction

This study aimed at investigating teachers{u2019} beliefs and actual practices in relation to grammar instruction. It tried to precisely explore secondary school teachers{u2019} perceived beliefs of about teaching English grammar, and to shed light on their actual classroom practices in grammar instruction. The data was collected from a sample of teachers who were working at several public schools in Fayoum governorate. Three instruments were used: questionnaires, semi-structured interviews, and classroom observation. The results showed that secondary school teachers in Fayoum do posses a vast array of complex beliefs about the grammar teaching approaches and their students' ability to understand grammar. Although there was some degree of congruence between teachers' stated beliefs and their actual classroom practices regarding the importance of grammar, several substantiating evidences of inconsistencies were identified relating mostly to how grammar should be taught inside the classes. The study highlights the factors behind the incongruence of teachers' beliefs and their real practices, and presents some practical recommendations and suggestions for further research

Issued also as CD