The Evolution of Future Teachers’ Beliefs on Additional Language Grammar Instruction
Grammar instruction in additional language classrooms raises numerous questions, particularly concerning the beliefs of pre-service teachers. This cross-sectional study explores these beliefs among future English and French additional language (AL) teachers at a Quebecois francophone university, as well as their evolution according to the year of training. 💻 Context and Approaches to Grammar Instruction Research distinguishes four major dichotomies in grammar instruction: a form-focused or meaning-focused approach, instruction centered on a single form (FonF) or…
