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Grammar Teaching Revisited: Efl Teachers Between Grammar Abstinence And Formal Grammar Teaching, Ahmad Nazari, Negah Allahyar

Australian Journal of Teacher Education

Abstract: The study of English language teachers’ cognitions and its relationship to teachers’ classroom practices have recently been the focus of language teaching and teacher education (Borg, 2006 & 2010). However, rarely have the studies delved into teachers’ knowledge about grammar (reviewed by Borg, 2001) or investigated the relationships between teachers’ knowledge about grammar and teachers’ actions (Borg, 2003; Sanchez, 2010). Moreover, these studies have been mostly conducted by English native speaker researchers who do not necessarily have the same cultural or linguistic background of the participants in the studies (Andrew, 2001 cited in Sanchez, 2010, p. 45). Also, they …