Teaching grammar: Language teachersʹʹ cognition and classroom practices

In recent years teacher cognition research has attracted a great amount of attention among different scholars. The current study aimed to discover what the most prevalent perspectives of English language center teachers in Iran are regarding teaching grammar and how much these perspectives are consistent with teachersʹ actual grammar teaching practices as well as current principles of grammar teaching. An adapted version of Burgess-Etherington questionnaire was used for data collection. Data were gathered from 120 teachers, and the classroom teaching practices of 10 of them were observed and video recorded for further analysis. The results of the study showed that the teachers mostly had a proper understanding of grammar teaching issues and its current principles. However, their actual practices did not always go together with their stated perspectives.