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The study was conducted to investigate the teacher’s pedagogical belief in teaching grammar whether it should be taught explicitly or implicitly. The objectives of the study were to identify the teacher’s own pedagogical belief when teaching grammar, to investigate the reasons for the teacher’s choice of belief in teaching grammar and finally to find out the challenges faced by the teacher in implementing her selected belief. A practicum mentor at a public secondary school in Klang was selected as the participant of the study. An Interpretative Phenomenological Analysis was used to analyze the data collected and to look at the pattern of the teacher’s pedagogical belief in teaching grammar whether explicitly or implicitly. Data from the study revealed that the participant’s pedagogical belief is fluid and it changes depending on the students’ competence level in English and the environment of the classes. Nevertheless, this fluidity in the respondent’s belief is also constantly being influenced by her own experiences in learning grammar during her schooling years and the pressure of finishing the mandated English syllabus with very limited time.
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In-Text Citation: (Yusof, Narayanan, & Arif, 2019)
To Cite this Article: Yusof, N. M., Narayanan, G., & Arif, M. (2019). A Teacher’s Pedagogical Belief in Teaching Grammar: A Case Study. International Journal of Academic Research in Business and Social Sciences, 9(13), 157–165.
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