A critical discourse analysis of the reasons underlying Arab student-teachers’ inadequate English language proficiency

Ali S.M. Al-Issa*, Ali Hussain Al-Bulushi, Rima Mansoor Al-Zadjali

*المؤلف المقابل لهذا العمل

نتاج البحث: المساهمة في مجلةمراجعة النظراء

4 اقتباسات (Scopus)

ملخص

Despite the emphasis laid on demonstrating English language proficiency by Non-Native English Speaking Teachers (NNESTs), research has shown that for various reasons English language teachers graduating from a state-owned university in an Arab country for the past 25 years or so have been found lacking communication skills due to reasons pertinent to their preparation. This Critical Discourse Analysis (CDA) study combines data from two different sources and examines from an ideological perspective the reasons underlying those student-teachers’ (STs) deficient English language proficiency. Results have revealed that there have been conflicting and contesting ideological among the various involved agents leading to manipulating the factors affecting those STs’ English language proficiency. The findings have implications for shaping the STs’ language proficiency.

اللغة الأصليةEnglish
رقم المقال1340821
دوريةCogent Education
مستوى الصوت4
رقم الإصدار1
المعرِّفات الرقمية للأشياء
حالة النشرPublished - يناير 1 2017

ASJC Scopus subject areas

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