Content Representations in Teaching English as a Foreign Language
| dc.contributor.advisor | Doyle, Walter | en_US |
| dc.contributor.author | Turkan, Sultan | |
| dc.creator | Turkan, Sultan | en_US |
| dc.date.accessioned | 2011-12-06T13:33:37Z | |
| dc.date.available | 2011-12-06T13:33:37Z | |
| dc.date.issued | 2009 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/194993 | |
| dc.description.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. | |
| dc.language.iso | EN | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.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. | en_US |
| dc.subject | Academic Task | en_US |
| dc.subject | English as a Foreign Language | en_US |
| dc.subject | High stakes test | en_US |
| dc.subject | Teacher Content Representations | en_US |
| dc.title | Content Representations in Teaching English as a Foreign Language | en_US |
| dc.type | text | en_US |
| dc.type | Electronic Dissertation | en_US |
| dc.contributor.chair | Doyle, Walter | en_US |
| dc.identifier.oclc | 659753547 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | doctoral | en_US |
| dc.contributor.committeemember | Austin, Diane | en_US |
| dc.contributor.committeemember | Dupuy, Beatrice | en_US |
| dc.identifier.proquest | 10734 | en_US |
| thesis.degree.discipline | Teaching & Teacher Education | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.name | Ph.D. | en_US |
| refterms.dateFOA | 2018-06-13T03:56:10Z | |
| html.description.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. |
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