عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
NATIONAL BIBLIOGRAPHY NUMBER
Number
TLpq2411667436
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
EFL Teachers' Beliefs towards Teaching English Grammar at a Preparatory Program at a University in Saudi Arabia
General Material Designation
[Thesis]
First Statement of Responsibility
Alqahtani, Asma
Subsequent Statement of Responsibility
Rutledge, Dr David
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
New Mexico State University
Date of Publication, Distribution, etc.
2020
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
171
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ph.D.
Body granting the degree
New Mexico State University
Text preceding or following the note
2020
SUMMARY OR ABSTRACT
Text of Note
This study explores EFL teachers' belief in relation to grammar teaching at a large female university in Saudi Arabia. Additionally, this study aimed at investigating the influence of contextual, educational and situational factors on participants' beliefs and practices in teaching grammar. Moreover, this dissertation focuses on examining how foreign language teachers translate grammar teaching policy and possible theoretical guidelines in their teaching practices. Data for this study was obtained through interviews, observations and think-aloud protocol. This dissertation is strictly qualitative in nature and employs three female language instructors as samples for the study. The participants were English language instructors who teach English for college-level students at a preparatory year. The inductive approach was used to analyze the data that was collected. Results from this study show that there was unawareness and conflict between teachers' beliefs about grammar teaching, their intended language learning outcomes, and their pedagogical practices. Moreover, the study also indicates that past teachers' educational experience as students greatly influenced their teaching practice. Finally, the research findings conclude that there were factors that influenced the participants' grammar teaching practice such as teacher training, teaching experience, assessment requirements, number of units required to be covered every semester.
TOPICAL NAME USED AS SUBJECT
English as a second language--ESL
PERSONAL NAME - PRIMARY RESPONSIBILITY
Alqahtani, Asma
Rutledge, Dr David
ELECTRONIC LOCATION AND ACCESS
Electronic name
مطالعه متن کتاب p
[Thesis]
276903
a
Y
