The role of the English language teachers' pedagogical beliefs and cultural perceptions in teaching oral communication skills at the upper basic stage in Jordan

العناوين الأخرى

دور المعتقدات البيداغوجية لمعلمات اللغةِ الإنجليزِية و تصوراتهن الثقافية في تدريس مهارات الاتصال الشفوي للمرحلة الأساسية العليا في الأردن

مقدم أطروحة جامعية

Abu Hulw, Sahar Yaqub

مشرف أطروحة جامعية

al-Duwayk, Badr Said
Qatami, Nayifah

أعضاء اللجنة

al-Makhzumi, Khalaf Falah
al-Abd al-Haqq, Fawwaz Muhammad
al-Jadri, Adnan Husayn

الجامعة

جامعة عمان العربية

الكلية

كلية العلوم التربوية و النفسية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

الأردن

الدرجة العلمية

دكتوراه

تاريخ الدرجة العلمية

2009

الملخص الإنجليزي

This qualitative study aimed at investigating the role of the English language teachers' pedagogical beliefs and cultural perceptions in teaching oral communication skills at the upper basic stage in Jordan.

This study attempted to answer the following questions: 1.

What are the teachers' pedagogical beliefs concerning teaching oral communication skills in the classroom? 2.

What is the role of the teachers' pedagogical beliefs in their practices in teaching oral communication skills? 3.

What are the teachers' cultural perceptions of the target language culture? 4.

What is the role of the teachers' cultural perceptions in their practices in teaching oral communication skills? To answer the questions of the study, a purposeful sample of eight experienced female English language teachers was chosen.

The sample was chosen from those who teach English to the basic ninth grade in public schools in Amman Second and Fourth Directorates of Education for the academic year 2008/2009 first semester.

A multiple method of data gathering procedures was used in order to enrich the data gathered from the participant teachers for analysis purposes.

Teachers' pedagogical beliefs and cultural perceptions were explored through a semi- structured interview, which was designed by the researcher, teachers' oral reflections, and teachers' autobiographies.

As for the participant teachers' practices, they were investigated through classroom observations, in which the researcher designed a lesson observational form for analysis purposes.

This form was submitted to a specialized jury to ensure its validity and reliability.

The observed lessons were video-taped for analysis purposes as well.

The researcher applied an inductive analysis approach which led to a cross-case analysis between the eight participant teachers.

The results revealed that all teachers shared a clear awareness of the importance of oral communication skills to the students; however they differed greatly in carrying out such awareness in their classroom practices.

Most of the participant teachers' practices proved to be inconsistent with their pedagogical beliefs in teaching oral communication skills in most of the times.

As for the teachers' cultural perceptions, the results showed that teachers' understanding of the nature of culture was evident.

However, they did not agree on relating it to learning English as a foreign language.

The results also revealed that the cultural perceptions of most of the participant teachers discouraged teaching oral communication skills.

The findings also showed that there were two patterns of teachers; the first pattern of teachers demonstrated classroom practices, that were consistent with their pedagogical beliefs, and their cultural perceptions encouraged students' oral communication skills.

The second pattern of teachers showed practices, which were inconsistent with their pedagogical beliefs, and their cultural perceptions discouraged students' oral communication skills.

Based on the previous findings, the researcher recommends that further qualitative and quantitative studies be conducted to explore the English language teachers' pedagogical beliefs and cultural perceptions.

Future research should also focus on teaching the oral communication skills of English.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• تعلم اللغة الثانية
• الأردن
• عمان
• اللغة الإنجليزية

عدد الصفحات

332

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-436958