Content Representations in Teaching English as a Foreign Language
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azu_etd_10734_sip1_m.pdf
Author
Turkan, SultanIssue Date
2009Advisor
Doyle, WalterCommittee Chair
Doyle, Walter
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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
textElectronic Dissertation
Degree Name
Ph.D.Degree Level
doctoralDegree Program
Teaching & Teacher EducationGraduate College