What about Teaching Grammar? Jordanian EFL Teachers’ Beliefs and Practices

Abstract

This research examinesJordanian EFL teachers’ beliefsabout and practices in using the inductive and deductive approaches to teaching grammar, the potential (mis)match between them, and the factors leading to this (mis)match. Teachers’ beliefs and reported practices were examined through a questionnairewhereasactual practices were examined through an observation of grammar lessons by the nine female Jordanian EFL secondary-stage teachers involved in this study. Beliefs and practices were then compared, and the findings discussed by a focus-group to glean the factors leading to the (mis)match between teachers’ beliefs and practices in teaching grammar. The findings revealed that teachers’ beliefs and practices were fairlyconsistentwith respect to the use of the deductive approach and inconsistentwith respect to the use of the inductive approachto teaching grammar. The factors revealed were contextual factors (e.g.,heavy teaching loads, crowded classrooms, time constraints), the adherence to studentpreferences, student weak language proficiency, teacher experiences as learners, and inadequate teacher training.