Exploring Language Teachers' Perceptions of Cyclical Presentation of Materials in an EFL Context: A Grounded Theory

Autor/inn/en	Ostovar-Namaghi, Seyyed Ali; Gholami, Maryam
Titel	Exploring Language Teachers' Perceptions of Cyclical Presentation of Materials in an EFL Context: A Grounded Theory
Quelle	In: English Language Teaching, 11 (2018) 3, S.60-66 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Grounded Theory; Teacher Attitudes; Sampling; Student Motivation; Junior High School Students; Language Proficiency; Foreign Countries; Secondary School Teachers; Second Language Instruction; Stress Variables; Educational Practices; Instructional Materials; Iran + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Schulische Motivation; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Language skill; Language skills; Sprachkompetenz; Ausland; Fremdsprachenunterricht; Bildungspraxis; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Numerous studies have verified the effect of cyclical presentation of materials on learners' language proficiency and achievement. However, there is a dearth of research exploring language teachers' perceptions of cyclical approach. Since teachers' perceptions may catalyze or nullify the effect of this approach, this study aims at exploring experienced language teachers' perceptions through the reformulated grounded theory (Stauss & Corbin, 1990). Using non-probability sampling procedures, fifteen experienced teachers, both male and female, were selected from the population of language teachers teaching in junior high schools of Shahrood, a major city in Semnan province, Iran. Iterative data collection and analysis and the constant comparative techniques yielded "Merits of Cyclical Presentation" and "Suggestions for Practice" as the two main categories, each subsuming some propositions. Among other things, the emerged propositions revealed that cyclical presentation: helps students internalize materials; reduces students' level of stress and tension; serves a remedial function; and increases students' motivation. Since the syllabus imposed by central agencies is linear in nature, participants suggested down-to-earth techniques to modify the syllabus and pave the way for cyclical presentation of materials where possible. The findings have clear implications for language teachers, syllabus designers and language learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01