‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy

By S. Andrews. 2003

126 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a8c8f1211b7e79c55ede0dc7c6d5ce1b193e2472

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Li Li
2. T. Farrell
3. Steve Walsh
4. A. Burns
5. S. Borg
6. Karen Bennis
7. K. Rajagopalan
8. Magdalena Kubanyiova

In Literature and Literary Theory

1. T. Farrell
2. Li Li
3. Steve Walsh
4. A. Burns
5. S. Borg
6. Karen Bennis
7. Anne Feryok
8. D. Freeman

Citations in the corpus

• Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study (2013, background): “Andrews (2003) maintains that even though teachers have many different and sometimes competing beliefs, there is a”
• ‘Seeing is believing’: looking at EFL teachers’ beliefs through classroom interaction (2011, background): “Similar phenomena have been widely noted in the literature (for example, Andrews 2003 ; Burns and Knox 2005 ).”
• Integrating Grammar in Adult TESOL Classrooms (2008, background): “This does not imply a preference among our sample for direct instruction though, as the number of teachers supporting discovery learning was almost three times greater than the number who favoured explaining rules (Andrews 2003, in comparison, found a much more balanced spread of preferences for ind”
• 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).”