Trained Teachers’ Beliefs towards the Teaching Techniques

Abstract

The present study entitled “Trained Teachers ‘Beliefs towards the Teaching Techniques”is an attempt to find out the trained teachers beliefs towards the teaching techniques in ELT classroom. This is a survey research. In order to carryout this study,I have collected data from 10 English teachers teaching from 10+2 to Bachelor or at Master’s Level. The tool for data collection was interview. The finding showed that as teachers are over conscious about examination.Listening and Speaking skills are found to be neglected but they reveal that the more the learners are exposed in listening and speaking the more their listening and speaking skill will be developed. But in regards teaching reading teachers are found to believe that the more the learners are encouraged to read course book the more the reading skill will be developed. In regards writing, all teachers hold beliefs that learners writing skill will be developed only when they themselves are involved in writing. It was found that regarding teaching spelling, dictionary consulting technique is thought to be important. So, spelling is dealt only when problem occur. In regards pronunciation teaching, it was found that teachers have to be the model speakers so that learners can develop knowledge of pronunciation.Teachers are found to believe that explanation and definition giving techniques are proper to teach meaning of words. The findings showed that deductive grammar teaching is appropriate in Nepalese context. Regarding teaching poem,teachers are found to believe that only the theme explaining technique would be proper according to our examination system. Many teachers said that as Nepalese learners are poor in English language, they are found not to be interested in performance type activities,so,in case of complex drama, teacher has to tell the complete drama and its lesson to the learners. Findings showed that teachers are found to believe that in teaching story also, they focus on making the learners understand the content of story only. In regards teaching essay, teachers are found to believe that theme explaining technique is proper in Nepalese context.This study is divided into four chapters. Chapter one deals with introduction which consists of English language teaching, teacher training, teacher training and teacher development, teacher beliefs, sources of teachers beliefs, teacher development through teachers’ beliefs,relationship between teachers beliefs and maxims,teachers beliefs about teaching and learning,language teaching approach, method and technique. Moreover,it consists of objectives and significance of the study preceded by review of related literature. Chapter two deals with the methodology adopted for the study. It consists of sources of data, population of the study,sampling procedure, tools for data collection, process of data collection, and limitations of the study. Chapter three includes analysis and interpretation of the data. The collected data were analyzed and interpreted descriptively and comparatively.Chapter four consists of findings and recommendations where recommendations were given on the basis of findings.