Teaching and learning English in the Arabic-speaking world
Author(s)
Bibliographic Information
Teaching and learning English in the Arabic-speaking world
(Global research on teaching and learning English)
Routledge, 2014
- : pbk
Available at 3 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and indexes
Description and Table of Contents
Description
Co-published with The International Research Foundation for English Language Education (TIRF)
An important contribution to the emerging body of research-based knowledge about teaching English to native speakers of Arabic, this volume presents empirical studies carried out in Egypt, Lebanon, Oman, Palestine, Saudi Arabia, and the United Arab Emirates (UAE)-a region which has gained notable attention in the past few decades. Each chapter addresses an issue of current concern, and each includes implications for policy, practice, and future research. Nine chapter authors are Sheikh Nahayan Fellows-recipients of doctoral fellowships from The International Research Foundation for English Language Education (TIRF). This volume is the first in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.
Table of Contents
Contents
Foreword
Yehia El-Ezabi
Preface
Kathleen M. Bailey & Ryan M. Damerow
Acknowledgments
Chapter One: Research on the Teaching and Learning of English in the Arabic-speaking World: Questions in Search of Answers Ryan M. Damerow & Kathleen M. Bailey
Chapter Two: Modality in Arab EFL Students' Academic Writing: Implications for Policy, Practice, and Research Abdul Gabbar Al-Sharafi
Chapter Three: Arab Students' Use of Monitoring in their EFL Composing: The Role of Linguistic Knowledge Muhammad M. M. Abdel Latif
Chapter Four: Arabic Native Speakers' Overpassivization in English Hassan El-Nabih
Chapter Five: The Use of English for Education in the Arab World: An Ethnographic Investigation of Female Emirati Pre-service Teachers' Conceptions of English as a Medium of Instruction Melanie van den Hoven
Chapter Six: Exploring the Impact of Teacher Education Pedagogy on EFL Reading Teacher Identities: A United Arab Emirates Case Fiodhna Gardiner-Hyland
Chapter Seven: English Language Teaching in Lebanese Schools: Trends and Challenges Fatima Esseili
Chapter Eight: Palestinian Teachers' Use of Questioning in Two Different Instructional Settings of EFL Reading Enas Hammad
Chapter Nine: TV Shows, Word Coverage and Incidental Vocabulary Learning: Implications for Arabic Speakers Learning English Mansoor Al-Surmi
Chapter Ten: Explorations in the Predictive Validity of a Regionally Developed English Proficiency Exam: The CEPA Laila W. Rumsey
Chapter Eleven: Age of L2 Learning Makes no Difference in Instructed Settings: Input Matters Most Kholoud A. Al-Thubaiti
Chapter Twelve: Summary and Concluding Observations G. Richard Tucker
About the Contributors
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