Czech Teachers' Subjective Theories about Teaching Grammar

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10451897" target="_blank" >RIV/00216208:11410/22:10451897 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=mgz-k3rZD8" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=mgz-k3rZD8</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5565/rev/jtl3.1013" target="_blank" >10.5565/rev/jtl3.1013</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Czech Teachers' Subjective Theories about Teaching Grammar

Popis výsledku v původním jazyce

Modern subject didactics of the mother tongue postulates that the fundamental goal of teaching the mother tongue is the communication goal and that grammar instruction has a supporting function in the development of communication skills. However, research into teaching processes shows that grammatical-normative and formal-cognitive approaches to the language curriculum predominate to a large extent in practice, and that the teaching grammar is understood as an end in itself, rather than as a means. The causes of this fact are various, but especially from international research it can be concluded that what are known as the subjective theories of teachers (teachers&apos; beliefs) have a significant influence. Our goal is to explore this phenomenon in the reality of the Czech school. In the article we will present the results of two pilot probes focused on the teacher&apos;s concept of the communication-functional approach and on the position of grammar in language education.

Název v anglickém jazyce

Czech Teachers' Subjective Theories about Teaching Grammar

Popis výsledku anglicky

Modern subject didactics of the mother tongue postulates that the fundamental goal of teaching the mother tongue is the communication goal and that grammar instruction has a supporting function in the development of communication skills. However, research into teaching processes shows that grammatical-normative and formal-cognitive approaches to the language curriculum predominate to a large extent in practice, and that the teaching grammar is understood as an end in itself, rather than as a means. The causes of this fact are various, but especially from international research it can be concluded that what are known as the subjective theories of teachers (teachers&apos; beliefs) have a significant influence. Our goal is to explore this phenomenon in the reality of the Czech school. In the article we will present the results of two pilot probes focused on the teacher&apos;s concept of the communication-functional approach and on the position of grammar in language education.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature [online]

ISSN

2013-6196

e-ISSN

2013-6196

Svazek periodika

15

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

ES - Španělské království

Počet stran výsledku

24

Strana od-do

nestrankovano

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85145388048