Proceedings of The 4th International Conference on Advanced Research in Education
Researching the Beliefs and Developing Cognitions of Pre-Service English Teachers Regarding the Teaching of English Grammar in Slovakia
Martina Siposova, Peter Ostradicky
Research on the beliefs and cognitions of pre-service language teachers regarding the teaching of English grammar has brought a substantial number of findings. This research study presents the results of qualitative research (Focus Group, Open Coding and Constant Comparative Method) involving a sample of 35 undergraduate students (aged 21– 22) enrolled in an English language teaching study programme provided by the Faculty of Education, Comenius University in Bratislava, Slovakia. The aim of the study was to enrich the empirical evidence in the field of teacher education programmes by exploring the beliefs and developing cognitions of Slovak pre-service English teachers regarding the teaching of grammar. In an emerging theory based on the qualitative methodology of research, a clear declaration and subjective interpretation of the issue of English grammar teaching in Slovakia has been identified. The research subjects experienced and recognized their former grammar education reflectively and critically as extremely traditional (i.e. knowledge transmission; upfront teaching, decontextualized tasks; form-focused), impersonal and insufficiently motivating. Therefore, the phenomenon underlying their developing cognition highlights the need for a comprehensive change in the teaching of English grammar, including the awareness and implementation of substantial aspects that are/will be part of this change.
keywords: beliefs; English grammar teaching; language teacher cognition; qualitative methodology; pre-service teacher.