| A gendered lens on investigating teacher language awareness of Iranian EFL school teachers |
| کد مقاله : 1129-ELTCONF5-FULL |
| نویسندگان |
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زهرا حسامی * دانشگاه فرهنگیان بیرجند |
| چکیده مقاله |
| Exploring Teacher Language Awareness (TLA) has been a growing concern over the past few decades. Considering teachers as the central pillars of English language teaching, especially in the EFL context, the present study sought to investigate both dimensions of the TLA (i.e. declarative vs. procedural) of Iranian EFL school teachers with different genders (males versus females) related to teaching grammar in Iranian language classes at schools. A mixed methodology was used to examine the qualitative and quantitative data of the study. First, 50 participants from both genders were given a Language Awareness (LA) test to explore the declarative dimension of TLA. Next, six teachers (3 males and 3 females) were selected among the participants who secured high scores in the LA test to investigate the procedural dimension of TLA. The results of the LA test revealed that female teachers had higher levels of declarative knowledge compared to their male counterparts. The findings of non-participant classroom observations and stimulated recall interviews showed that both groups revealed certain limitations in displaying TLA in their instructional practices. The findings of this study may expand the current understanding of TLA and its impact on grammar teaching and may have implications for prospective language teacher education and development. |
| کلیدواژه ها |
| Keywords: Teacher language awareness, Iranian EFL school teachers, gender, declarative dimension, procedural dimension |
| وضعیت: پذیرفته شده برای ارائه شفاهی |