An Exploration Of Students Beliefs About Efl Grammar Teaching And Learning And Strategy Us Grad 11 In Focus

There are complaints that students are attending higher institutions withrnserious EFL grammar deficit and weaker ability to use it accurately. Thisrnproblem persists even while as well as after their college studies. Attemptsrnto increase the level of their accuracy are partly limited by lack of empiricalrndata regarding variables that underlie their beliefs, strategies andrndifficulties. The purpose of this study was to investigate learners' beliefsrnabout EFL grammar, learning/teaching, and their strategy use. Data werernobtained from 100 grade 11 students with Belief Strategy Questionnairerndesigned through literature review and unstructured interview. Four principalrnbelief and strategy factors were identified: (a) Beliefs About Grammar; (b)rnTeaching/learning Beliefs; (c) Personal Strategy Use; and (d) RelationshipsrnBetween Beliefs and Strategy Preferences., At the same time, it has beenrnfound out that: (a) the learners' view of grammar is chiefly the static /rn'mechanic' one in contrast to the 'dynamic'/'organic' view; (b) their grammarrnteaching-learning beliefs are, greatly, of product-oriented. as opposed tornprocess - and skill-oriented ones; (c) their personal strategy use isrnpredominantly limited to learning grammar from product perspective Inrnpreference to process and skill perspectives; and ultimately (d) the factorrnanalysis of the data has shown strong impacts of the learners'rnstatic/mechanic views of grammar in their teaching and learning strategyrnpreference. These findings provide valuable information that can be used asrnthe bases for developing appropriate programs and strategies that take intornaccount the learners' beliefs, experiences, wants and difficulties.

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