Instructor Comprehension In Grammar Learning: A Report Of Turkish EFL Vocabulary

Abstract

This Language Instructor Comprehension (LIC) study primarily explores language Instructors’ beliefs and practices about a common Advised Second Language Procurement (ASLP) construct: Grammar Learning (GL). This study also aims to investigate to what extent Instructor beliefs and practices compromise with each other and cognitive and contextual factors behind their comprehension. The data were collected through interviews, observations, and stimulated recall with the Instructors. The findings after a cross-case analysis revealed that course book-based beliefs, experience-based beliefs, lack of theoretical knowledge and inclination for communicative activities influence what Instructors believe about GL. There are both congruent and incongruent relationships between beliefs and practices varying from one Instructor to another due to the effect of experiential knowledge, unconscious decisions, and some contextual factors. The findings can contribute to the integration of LIC into ASLP studies, and to LIC framework by exploring the effects of many variables on Instructors’ decision-making processes.