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Autor/inn/enAl-Issa, Ali S. M.; Al-Bulushi, Ali Hussain; Al-Zadjali, Rima Mansoor
TitelA Critical Discourse Analysis of the Reasons Underlying Arab Student-Teachers' Inadequate English Language Proficiency
QuelleIn: Cogent Education, 4 (2017) 1, Artikel 1340821 (24 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Al-Issa, Ali S. M.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2331-186X
DOI10.1080/2331186X.2017.1340821
SchlagwörterDiscourse Analysis; Arabs; Student Teachers; Language Proficiency; English (Second Language); Second Language Learning; Communication Skills; Ideology; Cognitive Processes; Bias; Neoliberalism; College Faculty; Semi Structured Interviews; Foreign Countries; Oman
AbstractDespite the emphasis laid on demonstrating English language proficiency by Non-Native English Speaking Teachers (NNESTs), research has shown that for various reasons English language teachers graduating from a state-owned university in an Arab country for the past 25 years or so have been found lacking communication skills due to reasons pertinent to their preparation. This Critical Discourse Analysis (CDA) study combines data from two different sources and examines from an ideological perspective the reasons underlying those student-teachers' (STs) deficient English language proficiency. Results have revealed that there have been conflicting and contesting ideological among the various involved agents leading to manipulating the factors affecting those STs' English language proficiency. The findings have implications for shaping the STs' language proficiency. (As Provided).
AnmerkungenCogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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