This study examined the cognitive development of 30 Iranian male English school teachers’ beliefs regarding 15 grammar teaching techniques. The data, analyzed both quantitatively and qualitatively, were used to find a significant difference between the two study groups in their beliefs about the techniques in question. The quantitative analysis showed no significant difference between the two groups, but the qualitative analysis indicated that there was a positive relationship between the degree of motivation and cognitive development. Also shown were the tendency of the first group towards student factors, and the tendency of the second group towards the inductive and deductive techniques.
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