Advisor Information
Laura Walls
Location
Criss Library
Presentation Type
Poster
Start Date
1-3-2019 2:00 PM
End Date
1-3-2019 3:15 PM
Abstract
Although there has been research conducted around the beliefs of English as a foreign language teachers in regards to grammar, this research has not been extended to Spanish as a foreign language teachers. This study seeks to fill this gap in literature by identifying differences between native speakers (NS) and speakers of Spanish as a second language (L2) who are teachers of Spanish as a foreign language. Specifically, it aimed to investigate their differing beliefs toward grammar instruction. In this quantitative research study, participants were asked to complete a questionnaire, which included statements about grammar instruction in the classroom. Participants were asked to choose their level of agreement on a 6-point Likert scale ranging from “strongly agree” to ”strongly disagree”. Additionally, participants ranked the effectiveness of various teaching strategies on a scale from “very effective” to “not at all effective”. Analysis is based on 59 Spanish as a foreign language teachers who completed the questionnaire, with 45 L2 and 9 NS participants.
Results indicated that L2s and NSs differed in their beliefs toward the way learners learn Spanish and the importance of grammar in learning Spanish. Participants also agreed upon various points, specifically those pertaining to the teaching of grammar and lack of effectiveness in error correction in oral and written works. The analysis indicates a relationship between the way teachers first learn the language and their beliefs toward grammar instruction in their classrooms. These findings suggest a need for examining the way that teacher beliefs affect their teaching practices.
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Teacher Beliefs About Focus on Form: Differences and Similarities Among Native and L2 Spanish Speakers
Criss Library
Although there has been research conducted around the beliefs of English as a foreign language teachers in regards to grammar, this research has not been extended to Spanish as a foreign language teachers. This study seeks to fill this gap in literature by identifying differences between native speakers (NS) and speakers of Spanish as a second language (L2) who are teachers of Spanish as a foreign language. Specifically, it aimed to investigate their differing beliefs toward grammar instruction. In this quantitative research study, participants were asked to complete a questionnaire, which included statements about grammar instruction in the classroom. Participants were asked to choose their level of agreement on a 6-point Likert scale ranging from “strongly agree” to ”strongly disagree”. Additionally, participants ranked the effectiveness of various teaching strategies on a scale from “very effective” to “not at all effective”. Analysis is based on 59 Spanish as a foreign language teachers who completed the questionnaire, with 45 L2 and 9 NS participants.
Results indicated that L2s and NSs differed in their beliefs toward the way learners learn Spanish and the importance of grammar in learning Spanish. Participants also agreed upon various points, specifically those pertaining to the teaching of grammar and lack of effectiveness in error correction in oral and written works. The analysis indicates a relationship between the way teachers first learn the language and their beliefs toward grammar instruction in their classrooms. These findings suggest a need for examining the way that teacher beliefs affect their teaching practices.