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3; overall beliefs in grammar teaching reflect the concept of the new curriculum reform. Most of the teachers hold that it is very essential to master grammar knowledge to upgrade English level; grammar capability is an integral part of language proficiency; grammar teaching should not only  attach importance to the explanation  and  teaching  of  grammar  and  vocabulary  knowledge,  but  also  pay attention to  the cultivation of students‟ practical language ability. Meanwhile, most teachers  have  come  to  realize  that  the  main  body  of  learning  should  be  students. English classroom is a place where learners participate in research and solve problems. Teachers  are  supposed  to  be  guides  and  enlighteners  rather  than  knowledge inculcators.  They  also  realize  that  they  should  guide  students  to  construct  their  own understanding  of  grammar.  Grammar  teaching  should  meet  the  students‟  interests, needs  and  cognitive  abilities;  grammar  learning  should  be  the  combination  of listening,  speaking,  reading  and  writing;  in  addition,  grammar  teaching  should  pay particular attention to social and situational features. They have also realized that the purpose  of  evaluation  is  to  check  teaching  gains  and  losses,  instead  of  recording students‟ achievements. At the same time, evaluation methods should be diversified, not just paper and pencil tests.

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Chapter 6 Conclusion

6.1 Summary of the Research

Firstly,  this  research  investigates  the  overall  situation  of  teachers‟  beliefs  of grammar  teaching  in  senior  high  schools  in  Guangdong  Province,  finds  out  the problems, and then analyzes particular groups with the problems. The subjects are 68 English  teachers  from  different  high  schools  in  Guangdong  Province.  Quantitative data is collected in this research through questionnaire survey and qualitative data is collected  through  interview.  The  questionnaire consists of ten dimensions: Teachers‟ beliefs  in  grammar  cognition,  teachers‟  and  students‟  roles,  form  focused, communicative  meaning,  inductive  teaching,  deductive  teaching,  sentence  pattern practice, grammar terms, learning strategies and evaluation of grammar teaching.

Secondly,  by  analyzing  the  questionnaire  data,  the  research  finds  that  here  are some differences in grammar teaching beliefs of senior high school English teachers in Guangdong Province, especially inductive teaching and deductive teaching, as well as two teaching me本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。