According to Clark and Peterson (1986) and Lynch (1989), the view on teaching involves a cognitive, an affective, and

a behavioural dimension. It relies on pure assumption that what teachers do or imply in class is a direct reflection of their belief and their attitudes. By analysing Richards et al (1992)s article, the nature of teachers belief about learning, teaching, and the program and the curriculum are closely discussed. Beliefs about Learning According to Freeman (1992a), Teachers belief about learning may be based on their training, their experiences, or may go back to their own experience as language learners. It highlights on expectations that both students and teachers have prior before they start the lesson. The teachers may already have their own beliefs or views in terms of in what way students learn best through their experience with previous students, while students usually possess their beliefs through what they expect to get from their teacher according to their personal interest. Brindley (1984) points out that teachers who favour a learner-centered view of learning, May results in a few out comes such as the teacher is seen as a resource and also and assistant to learners while on the other hand, learners feels that teachers are the one who possess the knowledge and it should be transferred to them and learning specific structures of language can only be done by imparting them through activities and worksheets.

Beliefs about teaching This belief of teaching mainly focuses on the teachers personally. Richards et al (1991) explains about this belief through the comparison of two teachers and their way of conducting classes in a secondary school in an EFL country. Through the comparison, we can see that even though the way they conduct their classes are different, but it somehow portrays that they both share the same teaching principle in terms of their primary roles in classrooms, their main role as an English teacher, and the kind of learners they felt did best in their classes. Study by Johnson (1992a) shows that ESL teachers with different theoretical direction provides different literacy instruction for non-native speakers on English.

Beliefs about the program and the curriculum Any programme that is designed to teach English language will directly reflects the culture of the institutions and the collective beliefs of individual teachers (Richards et al, 1992). Teachers direct involvement in creating lesson plans and also students assessment creates room them to imply their beliefs in teaching which may lead to different practices. Textbooks and curriculum may be regarded as only and instrument which is seen as an optional choice to be utilised for some teachers but maybe considered as a compulsory guideline to be followed throughout the teaching period. Richards et al (ibid) also discuss on the issues of teachers view with the programs they work in, and how they might pass it on to the new teaching generation.

Beliefs about language teaching as a profession Richards et al (1991) discuss about whether teaching can be considered as a profession or not. The sense of professionalism in teaching depends a lot on the teachers working condition, personal goals and attitudes, and the career prospects available to them. Research by Richards et al (ibid) shows teachers shared a common view that teaching is a profession and teachers engaged in it are professionals. But on the other hand, Connell (1989) presents some case studies in Australia which results in mixed opinions about professionalism. Bartlett (1987) and Lewis (1989) argue on what is needed to be there in order to make teaching to be recognised as a profession.