Matches in Beliefs Between Teachers and Students, and Success in L2 Attainment: The Georgian Example
Article first published online: 14 MAY 2009
© 2009 by the American Council on the Teaching of Foreign Languages, Inc.
Foreign Language Annals
Volume 42, Issue 2, pages 229–249, Summer 2009
How to Cite
Polat, N. (2009), Matches in Beliefs Between Teachers and Students, and Success in L2 Attainment: The Georgian Example. Foreign Language Annals, 42: 229–249. doi: 10.1111/j.1944-9720.2009.01019.x
- Issue published online: 14 MAY 2009
- Article first published online: 14 MAY 2009
- foreign language teaching;
- grammar learning and teaching;
- learner and teacher beliefs;
- the former Soviet Republic
- English as a second language
Abstract: 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.