Pre-Service English as a Foreign Language Teachers ’ Belief Development about Grammar Instruction

Abstract: This study aims to investigate pre-service English as Foreign Language (EFL) teachers ’ beliefs about grammar instruction in a foreign language (FL) context through their initial teaching practices. Analyses of semi-structured interviews and classroom observations apart from pre-and post-test results of participants ’ responses to a belief questionnaire imply intriguing findings regarding participants ’ beliefs about grammar instruction. The study reveals that practicum course has made no changes in pre-service teachers ’ beliefs except for the role of conscious knowledge. The results also indicate some other factors affecting the pre-service teachers ’ preferences for grammar instruction