Abstract
It is said that teacher’s beliefs about language teaching and learning is strongly related to the lesson construction. However, there have been few studies that examined the relationship between teachers’ beliefs and their educational practices directly. The present study has its focus on the teaching plans of Foreign Language Activities classes, and tries to reveal the relationship between teachers’ beliefs and the construction of lesson plans, using the paradigm of quantitative content analysis (Higuchi, 2014). As the result of the cluster analysis on the kinds of activities in the lessons, 205 teaching plans were divided into four clusters according to their lesson construction. The descriptions in teaching plans that reflect teachers’ belief were analyzed, and assorted into 11 classes. The chi-square test was conducted to see whether there are significant differences among the four clusters in the amounts of the descriptions reflecting each kind of belief, displaying no statistically significant difference in any cases. Although no significant relationship was revealed, it is indicated that teachers may use the same words in the different meanings. Also, the lessons’ characteristics in each cluster were discussed.
