ABSTRACT
The study reported in this chapter explored the way 15 high school English language teachers in Egypt teach grammar, and their grammar instructional beliefs. The study drew upon classroom observation and post-observation interviews. Classroom observations revealed that the teachers teach grammar deductively, depend largely on non-communicative grammar activities, deliver teacher-centered grammar lessons, and pay regular attention to correcting students’ grammar errors. It was also found that the participants’ beliefs about teacher-centered grammar and error correction match their observed practices but mismatch the way they neglect inductive and communicative grammar instruction. The teachers’ two main reasons for depending on deductive and non-communicative grammar instruction are saving time and considering their students’ low proficiency levels. It is concluded that changing teachers’ English grammar instruction practices in Egypt requires reforming the high school examination system and training teachers in inductive and communicative grammar instruction.
