Students' and teachers' perceptions of the relation between the multiplicity of identities and language learning in Lebanon (Record no. 20081)

MARC details
000 -LEADER
fixed length control field 02418nam a2200313Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210141854.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Jundi, Zeina
Miscellaneous information Master Arts
245 10 - TITLE STATEMENT
Title Students' and teachers' perceptions of the relation between the multiplicity of identities and language learning in Lebanon
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. University of Balamand. Faculty of Arts and Social Sciences, department of English and Literature
Date of publication, distribution, etc. 2010
300 ## - PHYSICAL DESCRIPTION
Extent 167 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The aim of this study is to investigate students’ and teachers’ attitudes and perceptions toward the multiplicity of identities in Lebanon in relation to language learning. Eighty-five students completed a 20-item questionnaire, which assessed their attitudes toward identity and language learning. Six English language teachers of the English Language Department at the University of Balamand were interviewed. These interviews were taped, transcribed and later profiled. The results drawn from the interviews and questionnaires indicated that the multiplicity of identities in the Lebanese context is perceived as a determining factor in language acquisition. Results also revealed that the overwhelming majority of the students and all the teachers allotted English the status of a global and modern language. Arabic was believed to be the mother tongue and the mark of the Lebanese identity. French, on the other hand, was given importance for its cultural significance and its effectiveness in facilitating the acquisition of English. The study revealed no indicative difference between the attitudes of the Christian and Muslim students toward the multiplicity of identities in relation to language learning.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enseignement des langues
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Identité
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Identity
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students Attitudes and Conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers attitudes and conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching languages
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الهوية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغات
9 (RLIN) 150
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف الطلبة وتصوراتهم
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27990">http://search.shamaa.org/FullRecord?ID=27990</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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