Exploring Tensions between Teachers' Grammar Teaching Beliefs and Practices.

By Simon Phipps, S. Borg. 2009

651 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ea05ba5b27c0222ce3eb166a5a792935dfd9cf33

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Citations in the corpus

Teacher beliefs about listening in a foreign language (2014, background): “Phipps and Borg (2009) argue that the ways in which beliefs are elicited influences the kind of beliefs that emerge, so that “beliefs elicited through questionnaires may reflect teachers’ theoretical or idealistic beliefs – beliefs about what should be – and may be informed by technical or…”
Unifying cognition, emotion, and activity in language teacher professional development (2014, background): “Researchers investigating novice language teachers have used various constructs that evoke emotional connotations for example, “tension” (Freeman, 1993; Golombek, 1998; Johnson, 1996; Moran, 1996; Phipps & Borg, 2009) and “concerns” (Richards, Ho, & Giblin, 1996).”
‘Seeing is believing’: looking at EFL teachers’ beliefs through classroom interaction (2011, result): “Other studies have described inconsistencies between teachers’ beliefs and their classroom practices (for example, Farrell and Kun 2008 ; Phipps and Borg 2009 ).”
Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature. (2017, background): “Phipps and Borg (2009) and Abdi and Asadi (2015) expressed that teachers’ beliefs about teaching and learning are affected by their own experiences as learners and are established when they go to university, act as a filter through which teachers explain new information, exert a deep effect on…”
Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance (2015, background): “…practice (Farrell & Ives, 2015), and thus one of the aims of language teacher cognition research has been to shed light on the reasons why this is not the case (e.g., Li & Walsh, 2011; Phipps & Borg, 2009) in order to improve teacher learning and practice by identifying further development needs.”
A study of secondary school English teachers’ beliefs in the context of curriculum reform in China (2014, background): “In language teacher education, language teachers’ beliefs can be broadly defined as ideas and propositions that language teachers hold about all aspects of their work (Phipps & Borg, 2009).”
Knowledge base of pronunciation teaching: staking out the territory (2011, background): “By far the largest number of TC studies have explored teachers’ ways of thinking and reasoning in the teaching of grammar (Borg, 1999a; Johnston & Goettsch, 2000; Phipps & Borg, 2009).”
Teachers' Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1). (2017, result): “The findings of this study give support to the earlier studies discussing the influence of context on teachers’ practice (e.g., Borg, 1998, 1999; Golombek, 1998; Mangubhai, Marland, & Dashwood, 2005; Fang, 1996; Phipps & Borg, 2009; Ertmer et al., 2001).”
Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions (2016, background): “Phipps and Borg (2009) reported that post-observation discussions helped the teachers to gain more awareness of the tensions between principles, theory and practice related to grammar teaching especially when prompted to attempt alternative classroom practices.”
Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, neutral): “…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 (e.g., Baker, 2014; Borg 2011).”