چکیده:
Different factors determine language teachers’ degree of success in their teaching practices. Among these factors, teachers’ own learning experience can play a pivotal role since it affects teachers’ attitudes toward aspects of the knowledge they are to teach. Educators and researchers may have paid less attention to an indispensable component of teachers’ learning experience: learning strategies, which is the focus of this study. This research aimed at finding out whether Iranian EFL teachers use their own learning strategies to teach English. Furthermore, the study investigated whether teachers’ qualifications had any significant effect on their use of language learning strategies and teaching strategies. The data was obtained from two questionnaires, the Strategy Inventory for Language Learning (SILL) and the Strategy Inventory for Language Teaching (SILT). The findings suggested that there was a significant relationship between the teachers’ learning and teaching strategies and that teachers’ use of language learning strategies could significantly predict their employment of teaching strategies. Investigating the effect of teachers’ qualification on their strategy use revealed that more-qualified teachers outperformed the less- qualified ones in their use of learning and teaching strategies.
خلاصه ماشینی:
"However, Hismanoglu (2000) believes that using the same good language learning strategies does not turn the bad learners into successful ones, since other factors such as teachers‟ interest and willingness to devote additional time to the instruction and the ability to promote a sustainable level of student motivation may also play a crucial role in their degree of success (O‟Malley & Chamot, 1990).
They were chosen randomly from 15 different language schools which are located in 59 EFL Teachers’ Learning & Teaching Strategies & Qualifications Tehran and were asked to fill out two questionnaires (SILL and SILT, as described in the „instrumentation‟ section below) in succession with an interval of at least two weeks.
63 EFL Teachers’ Learning & Teaching Strategies & Qualifications As demonstrated in Table 3, the results of the conducted Factor Analysis explained 44% of the variance in SILT scores.
Effect of Teachers’ Qualification on their Strategy Employment In order to find an answer to the second research question, that is, whether there was a significant difference between more-qualified and less-qualified 66 JELS, Vol. 1, No. 3, Spring 2010, 53-78 teachers in terms of their language learning strategy use, a t-test had to be run to compare the average score on SILL between the more-qualified and less-qualified teachers.
The second research question which asked about the significant difference between more- and less-qualified teachers in terms of their language learning strategy use was answered as well."