Matches in Beliefs Between Teachers and Students, and Success in L2 Attainment
The Georgian Example
Bibliographic Data
| ID | 8935800 |
|---|---|
| Authors | Nihat Polat (0000-0002-6657-4985, Duquesne University, corresponding author) |
| Year | 2009 |
| Volume | 42 |
| Issue | 2 |
| Pages | 229-249 |
| Publication date | 2009-05-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2009.01019.x |
| OpenAlex | W2141220314 |
| Language | EN |
| Citations received | 10 |
| References cited | 25 |
This study addresses matches in beliefs between Georgian English learners and teachers and relationships among beliefs and overall language and grammar achievement, exploring the underlying reasons behind beliefs. Utilizing a mixed‐method design, the researcher collected data through student/teacher questionnaires, evaluation inventories, observations, interviews, and course‐book analyses. Participants included 30 teachers and 40 students. Findings suggested that the overwhelming majority of participants endorsed grammar's significance, considering knowledge of L1 grammar and learning of L2 grammar prerequisites to language learning. Contradicting suggested program course‐books and goals, most teachers/students championed traditional ways of teaching/learning grammar. In addition, unlike the nonmatching group, students in the matching group had higher grammar grades than their overall grades. Testing and observation data indicated that neither matches nor mismatches in beliefs seemed to contribute to overall language achievement
Georgian · Grammar · Grammar school · Linguistics · Matching (statistics · Mathematics education · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
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| Unique citing works | 10 |
|---|---|
| Citations per year | 0,63 |
| Citation span | 2010 - 2022 (13) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 10 |