Persistent Link:
http://hdl.handle.net/10150/194993
Title:
Content Representations in Teaching English as a Foreign Language
Author:
Turkan, Sultan
Issue Date:
2009
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study was an exploration of what English language content was represented in a classroom in which English was taught as a foreign language (EFL). The purpose of this study was to explore the way EFL teachers represent English language content/constructs in a classroom setting. The motivation behind this exploration is to contribute to the understandings of EFL teachers' practices in classroom settings. Doyle's task framework was employed, specifically with the intention to map what content representations emerged out of the teachers' classroom practices. All in all, the teachers' classroom content representations were found to be entrenched with the idea of high-stakes test preparation in Turkey.
Type:
text; Electronic Dissertation
Keywords:
Academic Task; English as a Foreign Language; High stakes test; Teacher Content Representations
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Teaching & Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Doyle, Walter
Committee Chair:
Doyle, Walter

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleContent Representations in Teaching English as a Foreign Languageen_US
dc.creatorTurkan, Sultanen_US
dc.contributor.authorTurkan, Sultanen_US
dc.date.issued2009en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study was an exploration of what English language content was represented in a classroom in which English was taught as a foreign language (EFL). The purpose of this study was to explore the way EFL teachers represent English language content/constructs in a classroom setting. The motivation behind this exploration is to contribute to the understandings of EFL teachers' practices in classroom settings. Doyle's task framework was employed, specifically with the intention to map what content representations emerged out of the teachers' classroom practices. All in all, the teachers' classroom content representations were found to be entrenched with the idea of high-stakes test preparation in Turkey.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectAcademic Tasken_US
dc.subjectEnglish as a Foreign Languageen_US
dc.subjectHigh stakes testen_US
dc.subjectTeacher Content Representationsen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching & Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDoyle, Walteren_US
dc.contributor.chairDoyle, Walteren_US
dc.contributor.committeememberAustin, Dianeen_US
dc.contributor.committeememberDupuy, Beatriceen_US
dc.identifier.proquest10734en_US
dc.identifier.oclc659753547en_US
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