LINGUIST List 18.2578
Tue Sep 04 2007
Diss: Lang Acquisition/Socioling: Gorjian: 'The Role of Teacher/Lea...'
Editor for this issue: Hunter Lockwood
<hunterlinguistlist.org>
Directory
1. Bahman
Gorjian,
The Role of Teacher/Learner Variables in Teaching/Learning EFL in Iranian Universities
Message 1: The Role of Teacher/Learner Variables in Teaching/Learning EFL in Iranian Universities
Date: 02-Sep-2007
From: Bahman Gorjian <gorjianbyahoo.com>
Subject: The Role of Teacher/Learner Variables in Teaching/Learning EFL in Iranian Universities
E-mail this message to a friend
Institution: Islamic Azad University of Khorasgan, Iran
Program: Ph.D. Defence session
Dissertation Status: Completed
Degree Date: 2006
Author: Bahman Gorjian
Dissertation Title: The Role of Teacher/Learner Variables in Teaching/Learning EFL in Iranian Universities
Linguistic Field(s):
Language Acquisition
Sociolinguistics
Dissertation Director:
Parviz Birjandi
Mansour Koosha
Dissertation Abstract:
This study investigated the role of teachers' variables (i.e., motivation,attitude, teaching techniques , teachers' traditional views, sex and age.and learners' variables (i.e., motivation, attitude, anxiety, aptitude, sexand age) in teaching/learning EFL in Iranian universities. Researchquestions and hypotheses focused on the likelihood of relationships amongthe above variables. Population included university students andinstructors in non- English university departments in Iran and Islamic AzadUniversity of Mahshahr was selected based on non-random judgment samplingas a representative of the research population. Two hundred students andseventeen instructors were chosen through stratified random sampling.Research instruments included Arends' (1998) Motivation and AttitudeQuestionnaires and Gorsuch's (2003) Good Teacher Questionnaire administeredin Fall semester, 2005. Data were collected and subjected to descriptivestatistics.The results showed that there were meaningful relationshipsbetween teaching EFL and teachers' variables of motivation, attitude andteaching techniqes (p<.01) while there were not meaningful relationshipsbetween teachers' variables of traditional views, sex, age and teachingEFL(p<.05). The results concerned with learners showed that there weremeaningful relationships between learners' variables of motivation,anxiety, aptitude and learning EFL (p<.01) while there were not meaningfulrelationships between learners'variables of attitude, sex, age and LearningEFL(p<.05).
|