French-educated IEP students' perceptions of their English learning experience in Lebanese high schools (Record no. 20576)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02343nam a2200181Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180910s9999 xx 000 0 und d |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Attieh, Joana |
| Miscellaneous information | Master (LiE ) |
| 245 10 - TITLE STATEMENT | |
| Title | French-educated IEP students' perceptions of their English learning experience in Lebanese high schools |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Beirut |
| Name of publisher, distributor, etc. | University of Balamand - Faculty of Arts and Social Sciences |
| Date of publication, distribution, etc. | 2016 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 88 pages |
| 500 ## - GENERAL NOTE | |
| General note | النوع : Mémoire |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | Lebanon represents one of the many countries that use the English language in its curriculum; it is used either as the first foreign language and the medium of instruction in schools, or as the second foreign language after French. In both cases, English is being taught to students for a minimum of seven years, but still, many students take intensive English courses to reach an acceptable level of proficiency. Based on this fact, this case study which is interested in French-educated Lebanese students, aims to understand the reason behind the learners’ need for intensive English courses. This thesis looks at the students’ experience of learning the English language as a third language after Arabic and French in high school, taking into consideration the students’ perspectives. A total of twenty students from the Intensive English Program at the targeted university completed a questionnaire about their English learning experience in school, and eleven students volunteered to participate in a focused-group interview that aimed to get thorough information about the matter. The results drawn from the questionnaires and the focused-group interview led to blame schools for the poor performance those students presented in their entrance exams. According to the students’ points of view, their schools did not take the English language sessions seriously and treated them as an extra obligatory subject in the curriculum. As a result, students felt bored, indifferent, and careless about their results during English sessions. |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Cycle Secondaire L’enseignement de la Langue Anglaise |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Secondary Education English Language Education |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | المرحلة الثانوية تعليم اللغة الانكليزية |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="http://olib.balamand.edu.lb/webview?infile=details.glu&loid=167414&rs=186035&hitno=31">http://olib.balamand.edu.lb/webview?infile=details.glu&loid=167414&rs=186035&hitno=31</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | بيانات الهيئة اللبنانية للعلوم التربوية |
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