The paper investigated the conceptions of English Language Teaching (ELT) among a selected group of Malaysian senior English teachers. Three categories of teaching conceptions namely; (1) imparting information-transmitting structured knowledge, (2) facilitating understanding-conceptual change/intellectual development and (3) student-teacher interaction were referred. The categories were identified through the respondents' views on ELT which are tapped from an open ended survey form. The respondents' preferred methodology on the other hand was examined through series of focus group interview. The respondents' responses in terms of their ELT conceptions and methodology were later matched for convergence and divergence between their teaching conceptions and preferred methodology. It was discovered that there exist contradictions between their teaching conceptions and preferred teaching methodology. Although some respondents claimed to have a student-focus orientation in their teaching conception, a majority of them preferred teaching methodology which is teacher-centred. The exam-orientedness in the Malaysian education system could be a possible cause as the respondents admitted having to prepare their students to pass. Further research need to be carried out to confirm this mismatch and seek its possible causes.
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