The relationship between TESOL teachers' attitudes towards grammar teaching and their grammatical knowledge
[Abstract] | |
النوع | مقال |
ردمد | 22034714 |
مصدر المعلومات | ERIC |
المؤلف | al-Balushi, Khadija A. The Specialized Centre for the Professional Training of Teachers, Sultanate of Oman. |
الصفحات | pp. 42-47 |
المصدر | Advances in Language and Literary Studies. Vol. 10, no. 3, June 2019 |
الناشر |
Footscray: Australian International Academic Centre PTY, LTD.، 2019
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عنوان الناشر |
Footscray VIC, 3011. Australia. 11 Souter Crescent. Australian International Academic Centre PTY, LTD. T: 0061390286880. editor.alls@aiac.org.au. http://journals.aiac.org.au/index.php/alls/index.
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ERIC رقم الوثيقة في | EJ1230385 |
المصدر الالكتروني |
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الواصفات | Teacher attitudes - Grammar - Language teachers - English - Modern language instruction - Correlation - Knowledge level - Gender differences - Teaching experience - Age differences - Lower secondary education - Oman |
لغة الوثيقة | الانكليزية |
البلد | أستراليا |
Grammar teaching continues to be a controversy matter in the field of teaching and teacher Education. It is generally agreed that attention to grammatical form is necessary and useful, but many issues related to teaching grammar still needs further research (Barnard & Scampton, 2008:59). This study investigated the relationship between Omani TESOL (teaching English to speakers' of other languages) teachers' attitudes towards grammar teaching and their grammatical knowledge. A questionnaire was used to collect data from 40 respondents teaching English in Omani schools. The findings showed that there was a positive correlation between teachers' attitudes towards grammar teaching and their grammatical knowledge. However, there were no effect of gender on teachers' grammatical knowledge and no effect of teaching experiences on attitude towards grammar teaching. The findings indicated that the final model of standard multiple regression showed that teachers attitudes towards grammar, gender, experience, age and the educational phase they teach in did not make a statistically significant unique contribution to the prediction of their grammatical knowledge. Such findings suggest directions for further studies in investigating the influence of language teachers' attitudes/knowledge on their classroom practices. (As Provided)
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al-Balushi, Khadija A. (2019). The relationship between TESOL teachers' attitudes towards grammar teaching and their grammatical knowledge . Advances in Language and Literary Studies. Vol. 10, no. 3, June 2019. pp. 42-47 تم استرجاعه من search.shamaa.org . |