ABSTRACT

It is increasingly recognised that language teachers’ self-efficacy (LTSE) beliefs, i.e. their beliefs in their abilities to fulfil specific language teaching-related tasks that support learning, play a crucial role in filtering the way that their knowledge is transformed into action. Nevertheless, despite their importance, these beliefs remain under-researched in specific domains of language teachers’ work, including grammar instruction. Set in a Turkish university foundation programme context, this study addressed the gap, drawing on research instruments that elicited LTSE beliefs for grammar instruction, together with self-reported classroom practices and self-perceived language proficiency, while grammatical awareness was assessed. Factor analysis led to the identification of three different types of grammar teachers. Calibrating individuals onto the three factors and making use of qualitative data helped the researchers to identify positive relationships between higher LTSE beliefs, greater levels of grammatical awareness and self-reported, discovery learning, grammar instruction practices in some teachers. Implications for in-service language teacher education are discussed.

摘要

人们越来越认识到，语言教师的自我效能（LTSE）信念，即他们对自己完成支持学习的特定语言教学相关任务的能力的信念，在过滤他们的知识转化为行动的方式方面起着至关重要的作用。然而，尽管它们很重要，但在语言教师工作的特定领域，包括语法教学，这些信念仍未得到充分研究。本研究以土耳其大学预科课程为背景，利用引发 LTSE 语法教学信念的研究工具以及自我报告的课堂实践和自我感知的语言能力，解决了这一差距，同时评估了语法意识。因素分析导致识别出三种不同类型的语法教师。将个人校准为三个因素并利用定性数据帮助研究人员确定更高的 LTSE 信念、更高水平的语法意识与一些教师的自我报告、发现学习、语法教学实践之间的积极关系。讨论了对在职语言教师教育的影响。