Self-perception and practice in teaching grammar

By S. Borg. 2001

209 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/746d7255e1fb6112d6e92279514fad8bb7c3e8ce

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In Developmental and Educational Psychology

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Citations in the corpus

Form‐Focused Instruction: Isolated or Integrated? (2008, background): “teachers possess (Borg, 2001; Brumfit, Mitchell, & Hooper, 1996).”
Foreign language teachers’ language proficiency and their language teaching practice (2013, methodology): “To investigate the relationship between teachers’ subject knowledge and their classroom practice, we analysed data from the seven case study teachers’ interviews and observations against the following aspects of teaching drawn from Farrell and Richards (2007: 57) and supported by others (Borg 2001; ”
Exploring Tensions between Teachers' Grammar Teaching Beliefs and Practices. (2009, unknown): “Again, evidence of such factors and their influence on teachers’ work has been noted in previous research (e.g. Andrews, 2003; Borg, 1999, 2001; Burns and Knox, 2005; Richards and Pennington, 1998).”
Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, unknown): “…(e.g., Borg, 1998, 1999a, 1999b; Farrell, 1999; Gatbonton, 1999; Johnson, 1994; Karavas– Doukas, 1996; Lamb, 1995; Woods, 1996), the 2000s (e.g., Borg, 2001; da Silva, 2005; Farrell & Lim, 2005; Mattheoudakis, 2007; Peacock, 2001; Phipps & Borg, 2009; Tsang, 2004; Urmston, 2003), and post 2010…”
Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature. (2017, background): “Whether a belief is held consciously or unconsciously, it is regarded as true by the persons and guides thought and behavior (Borg, 2001).”
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do (2003, unknown): “These connections between what teachers know about grammar and their approach to formal instruction were explored further in Borg (2001), where two experienced EFL teachers were compared.”
The complexity of language teachers' beliefs and practice: one EFL teacher's theories (2013, background): “…(Borg 2003, 2006; Farrell and Kun 2008; Golombek 1998; Johnson 1994; Ng and Farrell 2003; Pajares 1992), the acceptance and uptake of new approaches, techniques and activities (Donaghue 2003; Li 2008), choice of subjects and classroom activities and evaluation in the classroom (Borg 2001).”
Teaching oral English in higher education: challenges to EFL teachers (2011, background): “Teachers with a higher sense of self-efficacy tend to show more willingness to conduct spontaneous class discussions based on students’ questions (Borg 2001), have greater commitment to teaching (Coladarci 1992), and exhibit more humanistic classroom control and management orientations than those wi”
Teacher Cognition in Grammar Teaching: A Literature Review (2003, background): “... imply a belief on the teacher’ s part that such instruction promotes language learning;theteacherinBorg(1998b)wasnotconvincedthiswasthecasebutinte gratedsomeexplicitworkintohis teachingbecausehefeltthestudents expected and would respond positively to it. Another key finding was that in teaching ”