What question did this study set out to answer?

This research aims to identify differences in grammar concepts held by Japanese and Western English teachers.

April 1, 2026Open Access

Divergent Conceptions of Grammar

Key Points

This research aims to identify differences in grammar concepts held by Japanese and Western English teachers.
Literature review of beliefs held by Japanese teachers of English and native English-speaking teachers.
Exploration of grammar's structure and scope as perceived by different teaching communities.
Assessment of instructional methods based on dual process theory.
Japanese teachers tend to equate grammar with syntax, while Western views include semantics and function.
The framework outlines four potential methods for EFL instruction.
Identification of cognitive processes involved in different instructional approaches.

Abstract

A divergence of beliefs regarding the structure and scope of grammar is identified in the literature on Japanese teachers’ of English beliefs（JTE）and Western teachers’ beliefs. This divergence results from the belief held by many JTEs that grammar equates with syntax. A review of the literature typically utilized by native speaker teachers of English（NEST）reveals that grammar has a more inclusive scope, extending to both semantics and function. Furthermore, due to perceptions of examination requirements, many JTEs believe that instruction is best conducted in Japanese（Nishimuro & Borg, 2013）. English as a foreign, or second, language（EFL/ESL）can, therefore, be instructed in four possible manners. In this theoretical paper, a four-part framework is explored. We draw upon dual process theory（Stanovich, 2009）to assess the forms of cognition that each form of instruction is likely to involve, and we note several problematic areas for EFL instruction. We conclude by indicating possible directions for further research.

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