Literaturnachweis - Detailanzeige
| Autor/in | Alshaboul, Yousef |
|---|---|
| Titel | Jordanian Pre-Service EFL Teachers' Perspectives about Phonological Awareness: Contributions to Reading Development |
| Quelle | In: Athens Journal of Education, 5 (2018) 2, S.173-188 (16 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2407-9898 |
| Schlagwörter | Preservice Teachers; Language Teachers; English (Second Language); Student Attitudes; Phonological Awareness; Foreign Countries; Knowledge Base for Teaching; Jordan |
| Abstract | Extant literature confirms a significant relationship between phonological awareness (PA) and the ability to read. Literature in the field provides stimulating evidence that links reading deficits to deficiency in PA. Although reasons behind reading failure may vary and hint towards different factors, a possible assumption relates reading difficulties to the kind and quality of instructions that teachers deliver inside classrooms. This study is aimed to explore the extent of the readiness of pre-service EFL teachers to teach English reading manifest in their beliefs, knowledge, and awareness of PA. Toward this end, a modified questionnaire was distributed to a sample of 158 participants. Reported results show the dominance of traditional teaching beliefs, deficiency in competence, shortage in strategies, and a gap in PA awareness. In conclusion, some recommendations and suggestions are presented. (As Provided). |
| Anmerkungen | Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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