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Record identifier : 564845
Personal Name - Primary Intelectual Responsibility : Karrabi, Mohsen
Title and statement of responsibility : An Exploratory Study of Teacher Efficacy Doubts and Underlying Factors in ESAP and EGP Instruction [Thesis]/کرابی، محسن;supervisor: Mahmood Reza Atai;advisor: Zia Tajeddin, Fahimeh Marefat
Publication, Distribution,Etc. : , 2011
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Ph.D
Discipline of degree : , Teaching English as a Foreign Language (TEFL)
Body granting the degree : , Allameh Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: حس تردید اساتید دانشگاه نسبت به کارایی خود در تدریس زبان انگلیسی جهت اهداف ویژه ( زبان تخصصی) و زبان انگلیسی عمومی و نیز بررسی و استخراج عوامل موثر و ساختاری این حس در هریک از دو حیطه یاد شده می باشد. تحقیق نشان می دهد که تردید اساتید نسبت به کارایی خود در تدریس زبان انگلیسی عمومی و تحصصی نه تنها عاملی منفی و بازدارنده نیست بلکه نتایج مثبتی همچون اصلاح سیستم آموزشی تفکر انتقادی انگیزه افزایش دانش و یادگیری و نیز همکاری با سایر اساتید در گروه های دیگر را به دنبال داردو تعصب اساتید به یک رویکرد خاص آموزشی را کاهش می دهد و از یکنواختی حرفه آنها ممانعت به عمل می آورد که نهایتا باعث پیشرفت حرفه ای اساتید می شود
: The main purpose of the study was investigating the concept of teachers' efficacy doubts through finding the underlying factors contributing to such a construct in two subcategories of TEFL, namely English for General Purposes (EGP) and English for Specific Academic Purposes (ESAP). To do so, two instruments (i.e. questionnaires), one for EGP and the other for ESAP teachers, were developed and validated to elicit the teachers sense of teaching efficacy doubts in the mentioned fields. The questionnaires were administered to 170 EGP and ESAP teachers, 95 males and 75 females, 128 TEFL and 42 non- TEFL graduates, at different universities. The factor analysis of the results presented five underlying factors for ESAP teachers teaching efficacy doubts and four factors for those of EGP teachers. The relationship between the ESAP and EGP teachers teaching efficacy doubts and their experience, their major, and their gender was also investigated. The findings revealed significant correlations between ESAP teachers experience and their general sense of teaching efficacy doubts and their efficacy doubt on their ability to involve the learners. Besides, the findings showed significant correlations between EGP teachers' experience and their general sense of teaching efficacy doubts and their efficacy doubt on their ability to account for learners' contribution to the course. As far as the ESAP and EGP teachers' major was concerned, the results showed that the difference was significant between TEFL- and non-TEFL graduate ESAP teachers on the extent they doubt their efficacy to meet the class educational needs. The difference was also significant between TEFL-and non-TEFL graduate EGP teachers on the extent they doubt their ability to take on different responsibilities and roles and to make changes in their teaching methods. For the ESAP and EGP teachers gender, the results revealed that the difference between male and female ESAP teachers was significant in terms of their general sense of teaching efficacy doubts, their doubt on the ability to make necessary changes and their doubts on the ability to involve learners. It was also shown that the difference between male and female EGP teachers was significant in terms of their doubts on their ability to take on different responsibilities and roles and their ability to make changes in their teaching methods and approaches. Further, the ESAP and EGP learners' views on the areas they believed their teachers negotiated with them to resolve their efficacy doubts were collected via a questionnaire and the factors underlying their views were extracted. The questionnaire was administered to 150 ESAP and EGP learners at different universities. The factor analysis of the questionnaire results presented three factors for both groups. The relationship between the ESAP and EGP teachers' experience and ESAP and EGP learners' views on their teachers' resolving efficacy-doubts via negotiation with their learners was also investigated. The findings revealed significant correlations between ESAP teachers' experience and their negotiation with their learners on providing materials for class. In addition, the correlation was significant between EGP teachers' experience and their negotiation with learners for providing materials for class and for the learners' roles and involvement in class activities..
Topical Name Used as Subject : Teaching Efficacy Doubts
: Teacher Education
: Esap instrucation
Information of biblio record : TL
 
 
 
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