The effects of a functional linguistics-based course on teachers’ beliefs about grammar
Bibliographic Data
| ID | 20403573 |
|---|---|
| Authors | Bonnie Swierzbin (Hamline University, corresponding author), Julia Reimer (0000-0001-7210-3998, Hamline University) |
| Year | 2019 |
| Volume | 28 |
| Issue | 1 |
| Pages | 31-48 |
| Publication date | 2019-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Awareness (JOURNAL) |
| Journal identifiers | ISSN: 0965-8416 • E-ISSN: 1747-7565 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09658416.2019.1598423 |
| OpenAlex | W2939804072 |
| Language | EN |
| Citations received | 5 |
| References cited | 23 |
This mixed-methods study uses concept maps to investigate the effects of an English pedagogical grammar course on the beliefs of teachers-in-training (n = 40) enrolled over a 2-year period at a private university in the U.S. Midwest. The course takes a functional approach to grammar based on systemic-functional linguistics and is typically the first exposure to functional grammar that these teachers-in-training experience with either their own language learning or prior coursework. As a result, this study was designed to explore the extent to which participants integrate this approach with their pre-course beliefs. Analysis of participants’ pre-course concept maps indicates that they mainly believe grammar to consist of structures at the word and morpheme levels. Quantitative comparisons of pre- and post-course concept maps reveal that this belief continues to hold even as participants show much growth in knowledge about grammar at the sentence and discourse levels. An in-depth qualitative analysis of maps from a subset of participants (n = 7) shows that only two substantially shifted their beliefs about teaching grammar functionally. The findings have practical implications for course design and overall programme design in language teacher education programmes
Coursework · English grammar · Grammar · Linguistics · Mathematics education · Metalinguistics · Morpheme · Sentence · Systemic functional linguistics · Teaching method · Traditional grammar · Vocabulary development · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning
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| Unique citing works | 5 |
|---|---|
| Citations per year | 1.25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |