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dc.contributor.authorWatson, Annabel Mary
dc.date.accessioned2015-04-30T09:31:47Z
dc.date.issued2015
dc.description.abstractThrough a case study of a first-language English teacher’s approach to teaching writing, the significance of conceptual and affective beliefs about grammar for pedagogical practice is explored. The study explores a perceived dichotomy between grammar and creativity, examining a belief that attention to grammar is separate and secondary to the generation of ideas, the creation of meaning and to personal expression. It indicates that, in this case, these perceptions are related to formulaic approaches to the teaching of grammar for writing which separate content and form and reduce attention to grammar to a superficial level. Theoretically, the study provides evidence that beliefs play an important role in influencing pedagogy in contested areas of the curriculum. It demonstrates how affective and conceptual elements of belief can shape practice, particularly when external constraints on teaching are low. It argues that attempts to advance a rhetorical and contextualised approach to grammar, as evident in parts of the English National Curriculum, must therefore take into account the impact of teachers’ beliefs about grammar.en_GB
dc.description.sponsorshipESRCen_GB
dc.identifier.doi10.1080/09500782.2015.1016955
dc.identifier.urihttp://hdl.handle.net/10871/17072
dc.language.isoenen_GB
dc.publisherTaylor and Francisen_GB
dc.relation.urlhttp://www.tandfonline.com/loi/rmla20#.VUH2LKNwbcsen_GB
dc.rights.embargoreasonPublisher's requirementen_GB
dc.subjectWritingen_GB
dc.subjectgrammaren_GB
dc.subjectfirst languageen_GB
dc.subjectpedagogyen_GB
dc.subjectbeliefsen_GB
dc.titleThe Problem of Grammar Teaching: a case study of the relationship between a teacher’s beliefs and pedagogical practiceen_GB
dc.identifier.issn0950-0782
dc.descriptionAccepteden_GB
dc.descriptionArticleen_GB
dc.descriptionPublished online 6.3.15en_GB
dc.identifier.journalLanguage and Educationen_GB
pubs.funderESRC


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