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Title: Technical vocabulary instruction in a Saudi Arabian industrial college : an investigation of English Language and content area practitioners' beliefs and practices
Author: Alghamdi, Abdullah Ali M.
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2013
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This study investigates the beliefs and practices of English for Specific Purposes Teachers (ESPTs) and Content Area Teachers (CATs) when they teach English Technical Vocabulary (ETV) in the Saudi Arabian industrial college known as Yanbu Industrial College CYIC). The central focus of this work is twofold: Ca) the question of who should teach ETV items in an industrial domain - whether it is the job of ESPTs or CATs, or the task of both parties; and (b) the issue of how ETV items should be taught - direct versus indirect vocabulary teaching strategies that practitioners usually employ in order to achieve their goals. Methodologically, six ESPTs and six CATs in four subjects (electrical, electronics, mechanics and management) were pre-observation interviewed, observed and postobservation interviewed over almost a full semester at the college. The results indicate that ETV teaching is more challenging to ESPTs than CATs. Several reasons have been uttered by ESPTs as to why they see ETV items teaching as being a difficult task, such as lacking the proper subject knowledge, their lack of experience in teaching a particular course or from new textbooks, and the nature of ETV items. It was also found that both parties teach directly and indirectly using definitions, exemplifications and recycling for this purpose more than other strategies. The study also revealed that teachers overlap in the strategies they use to teach ETV items, with obvious overlap in using strategies for meaning presentation and practice more than other VTS categories. This study also found that teachers' hold both similar and different beliefs regarding who should teach ETV items and how these items should be taught. Finally, the study showed both congruence and tensions between the beliefs and practices of both parties. This study concluded by providing some implications which could serve more than one purpose by creating knowledge which will be useful for researchers in the field of language teacher cognition and L2 vocabulary instruction, teachers and teacher educators, material writers and administrators, in the local context, as well as for a wider audience.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available