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TABLE OF CONTENTS

 

Title Page …….. ……………………………………………………………………I

ABSTRACT………………………………………………………………………IV

ACKNOWLEDGMENTS………………………………….. ……………………..V

TABLE OF CONTENTS…………………………………………………………VII

LIST OF TABLES ………………………………………………………………..XI

LIST OF FIGURES……………………………………………………………..XIV

CHAPTER I: BACKGROUND AND PURPOSE……………………………..….۱

۱٫۱     Introduction………………………………………………………………….۲

۱٫۲٫    Statement of the Problem………………………………………….…..…….۴

۱٫۳٫    Statement of the Research Questions…………..…………………….………..۵

۱٫۴٫    Statement of the Research Hypotheses ………………………………………۶

۱٫۵٫    Definition of Key Terms…………………………..…………..…………….۷

۱٫۵٫۱٫ Teachers’ teaching Styles:………………………………………….……………..۷

۱٫۵٫۲٫ Autonomy:……………………………………………………………………۸

۱٫۵٫۳٫ Neuro-Linguistic Programming:……………..……………………………….۹

۱٫۶٫    Significance of the Study…………………………………………..……….۱۰

۱٫۷٫    Limitations, Delimitations ……………………………………………….…۱۱

۱٫۷٫۱٫ Limitations……………………………………………………………….….۱۱

۱٫۷٫۲٫ Delimitations…….…………………………………………………………۱۲

CHAPTER II: REVIEW OF THE RELATED LITERATURE…………………..۱۳

۲٫۱٫    Introduction…………………………………………………………………۱۴

۲٫۲٫    Teachers’ Teaching Styles………………………………………………….۱۵

۲٫۲٫۱٫ Definition & Influencing Factors…………………………………..………۱۵

۲٫۲٫۲٫ Learners’ side: learning styles, strategies, prefer..ences and nee…….……..۱۷

۲٫۲٫۳٫ Performance and Context…………………………………………….…….۲۰

۲٫۲٫۴٫ Teaching Approaches and Methodologies………………………………….۲۱

۲٫۳٫    Neuro-Linguistic Programming………………..…………………….…….۲۴

۲٫۳٫۱٫ History………………………………………………………………………۲۵

۲٫۳٫۲٫ Definition…………….………………………………………….………….۲۶

۲٫۳٫۳٫ NLP Fundamentals, Products & Essence……………………………..……۲۹

۲٫۴٫    Autonomy…………………………………………………………………..۳۱

۲٫۴٫۱٫   Definition ………………………………………………………..………..۳۱

۲٫۴٫۲٫ Learners’ Autonomy vs. Teachers’ Autonomy………………………….…۳۴

۲٫۴٫۳٫ Autonomy in Language Learning Setting…………..………………..…….۳۸

CHAPTER III: METHODOLOGY…………..…………………………….…….۴۱

۳٫۱٫    Introduction……………………………………………………………..….۴۲

۳٫۲٫    Participants……………………………………………………….…………۴۲

۳٫۳٫    Instrumentation…………..…………………………………………………۴۳

۳٫۳٫۱٫ Grasha Teaching Style Inventory Questionnaire …………………………..۴۴

۳٫۳٫۲٫ Neuro-Linguistic Programming Questionnaire …………………………….۴۵

۳٫۳٫۳٫ Teacher Autonomy Survey…………………………………………………۴۸

۳٫۴٫    Procedure…..…………………………………………………………………۴۹

۳٫۵٫    Design……………………………………………………………………….۵۰

۳٫۶٫    Statistical Analyses…………………………………………………………۵۱

CHAPTER IV: RESULTS AND DISCUSSION…………………………………۵۲

۴٫۱٫    Introduction…………………………………………………………………۵۳

۴٫۲٫    The Results of the Study…………………………………………….……..۵۴

۴٫۲٫۱٫ Reliability of the Instruments…………………………………………..…..۵۴

۴٫۲٫۱٫۱٫       Reliability of Teachers’ Autonomy Scale……….…………………….۵۴

۴٫۲٫۱٫۲٫       Reliability of Grasha Teaching Style Inventory….…………………۵۵

۴٫۲٫۱٫۳٫       Reliability of NLP Scale…………………………………………….۵۶

۴٫۲٫۲٫ Testing the First Null Hypothesis:…………….………………………..….۵۶

۴٫۲٫۲٫۱٫ Frequency Statistics of Different Teaching Styles……………………….۵۷

۴٫۲٫۲٫۲٫ Descriptive Statistics……………………………………………………..۵۸

۴٫۲٫۲٫۳٫ Tests of Normality…………………………..…………………………   ۷۲

۴٫۲٫۲٫۴٫ Final Results                                                                                               ۷۵

۴٫۲٫۳٫ Testing the Second Null Hypothesis……………………………………….۷۸

۴٫۲٫۳٫۱٫ Frequency Statistics of Different Teaching Styles.……    …………….….۷۸

۴٫۲٫۳٫۲٫ Descriptive Statistics……………………………………………………..۸۰

۴٫۲٫۳٫۳٫  Tests of Normality……………………………………………………….۸۶

۴٫۲٫۳٫۴٫ Final Results………………………………………………………………۸۷

۴٫۲٫۴٫٫ Testing the Third Null Hypothesis…………………………………………………..۹۰

۴٫۲٫۴٫۱٫ Assumption of Linearity………………..…………………………………۹۰

۴٫۲٫۴٫۲٫Assumption of Normality……..……………………………………………..۹۲

۴٫۲٫۴٫۳٫ Final Results                                                                                         ۹۲

۴٫۲٫۴٫ Testing the Fourth Null Hypothesis..………………………………………۹۳

۴٫۲٫۴٫۱٫ Assumption of Multicollinearity…………………………………………۹۴

۴٫۲٫۴٫۲٫ Assumption of Normality…………………………………………………۹۷

۴٫۲٫۴٫۳٫ Assumption of Homoscedasticity………………………………..………۹۹

۴٫۳٫ Discussion……………………………………………………………………۱۱۰

CHAPTER V: CONCLUSION AND PEDAGOGICAL IMPLICATIONS…….۱۱۳

۵٫۱٫    Introduction……………..…………………………………………………۱۱۴

۵٫۲٫    Procedure and Summary of the Findings…………….…………………..۱۱۴

۵٫۳٫    Conclusion………………………………………………………………..۱۱۶

۵٫۴٫    Pedagogical Implications…………………..……………………………..۱۱۷

۵٫۴٫۱٫ Implications for EFL Teachers……………………………………………۱۱۷

۵٫۴٫۲٫ Implications for EFL Learners……………………………..……………..۱۱۸

۵٫۴٫۳٫  Implications for Language School Managers……………………………..۱۱۹

۵٫۴٫۴٫ Implications for Syllabus Designers………………………………………۱۲۰

۵٫۵٫    Suggestions for Further Research…………………………………………۱۲۱

REFERENCES…………………………………………………………………..۱۲۲

APPENDICES……………………………………………………………………۱۳۱

Teaching Autonomy Scale  (Pearson & Moomaw, 2005)……………………………….132

Neuro-Linguistic Programming (Reza Pishghadam, 2011)……………………..۱۳۵

Teaching Style Inventory: Version 3.0 (Grasha, 1994)………………………….۱۳۶

 

 

 

LIST OF TABLES

 

Table 3.1 Distribution of Questions with Relevant Teaching Styles                                                ۴۵

Table 3.2 Distribution of Questions with Relevant Autonomy Types                                                 ۴۹

Table 3.3 The Categories of the Variables                                                                                           ۵۰

Table 4.1 Reliability of Each Factor of NLP Questionnaire                                                           .۵۶

Table 4.2 Expert Frequency Statistics …………………………………….                                     ۵۷

Table 4.3 Formal Authority Frequency Statistics                                                                                  ۵۷

Table 4.4 Personal Model Frequency Statistics                                                                                     ۵۷

Table 4.5 Facilitator Frequency Statistics                                                                                      ۵۷

Table 4.6 Delegator Frequency Statistics                                                                                              ۵۸

Table 4.7 General, Curriculum and Total Autonomy Descriptives                                                  ۵۸

Table 4.8 Autonomy Descriptives for Different Levels of Expert Teaching Style                               ۶۰

Table 4.9 Autonomy Descriptives for Different Levels of Formal Authority Teaching Stylee              ۶۲

Table 4.10 Autonomy Descriptives for Different Levels of Personal Model Teaching Style                ۶۵

Table 4.11 Autonomy Descriptives for Different Levels of Facilitator Teaching Style                          ۶۷

 

Table 4.12 Autonomy Descriptives for Different Levels of Delegator Teaching Style                          ۷۰

Table 4.13 Tests of Normality Regarding Expert                                                                                      ۷۳

Table 4.14 Tests of Normality Regarding Formal Authority                                                               ۷۳

Table 4.15Tests of Normality Regarding Personal Model                                                                         ۷۴

Table 4.16 Tests of Normality Regarding Facilitator                                                                            ۷۴

Table 4.17 Tests of Normality Regarding Delegator                                                                            ۷۴

Table 4.18 Comparing Autonomy across Categories of Expert                                                                  ۷۵

Table 4.19 Comparing Autonomy acrossCategories of Formal Authority                                                  ۷۶

Table 4.20 Comparing Autonomy acrossCategories of Personal Model                                                    ۷۶

Table 4.21 Comparing Autonomy across Categories of Facilitator                                                          ۷۷

Table 4.22 Comparing Autonomy across Categories of Delegator                                         ۷۷

Table 4.23 Expert Frequency Statistics                                                                                                     ۷۸

Table 4.24 Formal Authority Frequency Statistics                                                                                    ۷۸

Table 4.25  Personal Model Frequency Statistics                                                                                      ۷۸

Table 4.26 Facilitator Frequency Statistics                                                                                                ۷۸

Table 4.27 Delegator Frequency Statistics                                                                                                ۷۹

Table 4.28 NLP Descriptive Statistics                                                                                               ۸۰

Table 4.29 NLP Descriptives for Different Levels of Expert Teaching Style                                        ۸۰

Table 4.30 NLP Descriptives for Different Levels of Formal Authority Teaching Style                        ۸۲

Table 4.31 NLP Descriptives for Different Levels of Personal Model Teaching

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