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Jordanian Teachers' Attitudes toward Foreign Language Teaching and their Relationship to these Teachers' Classroom Practices

机译:约旦教师对外语教学的态度及其与这些老师的课堂实践的关系

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This study aimed at exploring Jordanian public school teachers’ attitudes toward teaching English as a foreign language and the factors that may influence these attitudes. It also aimed at investigating the relationship between their attitudes toward the English language and their classroom practices. The participants of the study were twenty female teachers of the English language. They were purposefully chosen from the schools in Ajloun Directorate of Education in the second semester of the academic year 2012/2013. To answer the questions of the study, the researcher designed a questionnaire, and adopted an observation checklist. Proper statistical analyses were used to analyze the results. The results of the study showed that the EFL teachers' attitudes toward teaching English as a foreign language were moderate. The results also showed that teachers' actual pedagogical competences were moderate with a mean of 2.736. The correlation coefficient between the teachers' attitudes and their actual pedagogical competences was negative and low. Key Words: Attitudes, pedagogical competence, classroom practices.
机译:这项研究旨在探讨约旦公立学校教师对英语作为外语教学的态度以及可能影响这些态度的因素。它还旨在调查他们对英语的态度与课堂实践之间的关系。研究的参与者是二十名英语女老师。他们是在2012/2013学年下半年从阿杰伦教育局的学校中有目的地挑选出来的。为了回答研究的问题,研究人员设计了调查表,并采用了观察清单。使用适当的统计分析来分析结果。研究结果表明,英语教师的英语教学态度中等。结果还显示,教师的实际教学能力中等,平均为2.736。教师的态度与他们实际的教学能力之间的相关系数为负且较低。关键词:态度,教学能力,课堂实践。

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