A Look into the Association between Life-Wise Syllabus and Teacher Success: A Quantitative Study in an EFL Context مقالة

مؤلف: Khosravany Fard، Hamid ؛ Pishghadam، Reza ؛ Hosseini Fatemi، Azar ؛

English Language Pedagogy and Practice Spring 2015 - Number 16 التصنيف العلمية - البحثية (Azad University/ISC (‎24 صفحة - من 140 إلی 163 )

الکلمات المفتاحية: life life syllabus responsive language teaching belief Teacher success

خلاصة:

The current study aimed at investigating the relationship between life-wise syllabus- as a new type of syllabus which emerged as the result of recent developments in applied ELT and corresponding to the "education for life"- and teacher success in an EFL context. Life- wise syllabus introduced by Pishghadam in 2011 directed English teachers’ attention to give priority to life issues rather than language in class. These new concepts encourage curriculum development based on life and all of its manifestations which is the core principle of humanistic education. Then teaching should not only comprise mathematics, chemistry, or literature, but also emotions, relationships, attitudes, thinking styles, feelings, and states of mind. Due to the recent emergence of this syllabus and the dearth of research over its effectiveness, this research study was carried out to shed more light on the issue. To this end, 200 teachers- 100 from private sector and 100 from public sector- and their 1771 students were chosen as the participants of the research study from Mashhad and Ghaen cities. In this study, the teachers were given "Life-Responsive Language Teaching beliefs Questionnaire" (hereafter LRLTB), and their students were given the "Characteristics of Successful EFL Teachers Questionnaire" (hereafter CSET). The results of the correlational study indicated that the main variables and also their subscales were highly correlated. The comparison between male and female teachers regarding correlation between variables did not show any significant difference. But the comparison between private and public school teachers in terms of the relationship between the variables displayed that they were more strongly correlated for the latter.

ملخص الجهاز:

"7. 11 / Abstract The current study aimed at investigating the relationship between life-wise syllabus- as a new type of syllabus which emerged as the result of recent developments in applied ELT and corresponding to the "education for life"- and teacher success in an EFL context. Correlation between Teacher Success, Life-Responsive Belief and Their Subscales regarding Teachers’ Setting of Teaching (Public and Private sectors) The forth question of this study was whether there is a difference between the relationship of teacher success and LRLTB and also the components of these two variables regarding the sector in which they‟re teaching (private and public sectors). The comparison of the correlation between the independent variables, LRTLB and its subscales, and dependent variable, total success, regarding the participant teachers‟ setting of teaching showed that there is significant difference between the correlations that exist between the variables of these two independent groups, those teachers teaching in public schools and those teaching in private language schools. According to the comparison of the correlations, significant difference exists between those teachers teaching in public schools and those teaching in private language schools regarding the relationship that exists between the independent and dependent variables in this research study. Comparing the results of correlation statistics for private and public language teachers revealed a significant difference between these two groups regarding the relationship between LRLTB and teacher success total scores."

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