Navigating 'the pit of doom': Affective responses to teaching 'grammar'

dc.contributor.author	Watson, Annabel Mary
dc.date.accessioned	2013-07-17T09:57:42Z
dc.date.issued	2012-03
dc.description.abstract	This article presents the outcomes of a study investigating current secondary English teachers' beliefs about grammar teaching, and illustrates the salience of teachers' emotional response to the issue. Interviews with 31 teachers reveal two discourses which frame the ways in which teachers express their feelings: a dominant discourse of grammar as threatening, reactionary and dull, and an oppositional discourse which positions grammar as inspiring, fascinating, and empowering. The influence of these discourses on practice is explored, along with examples of how attitudes can change as a result of participation in a research project. © 2012 National Association for the Teaching of English.	en_GB
dc.identifier.citation	Vol. 46, Issue 1, pp. 22 - 37	en_GB
dc.identifier.doi	10.1111/j.1754-8845.2011.01113.x
dc.identifier.uri	http://hdl.handle.net/10871/11781
dc.language.iso	en	en_GB
dc.publisher	Wiley	en_GB
dc.relation.url	http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1754-8845/	en_GB
dc.subject	Grammar	en_GB
dc.subject	English teacher	en_GB
dc.subject	affect	en_GB
dc.subject	beliefs	en_GB
dc.title	Navigating 'the pit of doom': Affective responses to teaching 'grammar'	en_GB
dc.date.available	2013-07-17T09:57:42Z
dc.identifier.issn	0425-0494
dc.description	publication-status: Published	en_GB
dc.description	types: Article	en_GB
dc.identifier.journal	English in Education	en_GB