An Investigation of Iranian EFL Teachers` Beliefs about Grammar

Abstract

Teachers` beliefs about teaching and learning influence classroom actions and students` performance. Recently, teacher
cognition has received attention in the field of language pedagogy. Social and institutional factors can affect teachers` cognition. This
study tries to investigate how variables such as teachers` experience, gender, and work environment can affect beliefs about grammar
and its teaching. 40 Iranian English as Foreign Language teachers (20 form public setting, and 20 from private setting) with different
gender and work experience were chosen. A questionnaire designed by the researcher and an open-ended question consisting of three
parts were distributed amongst the participants. Our analyses indicate that teachers` experience, gender, and work environment can
significantly affect their beliefs about grammar. The pedagogical implications are discussed.