Dr. Mahboubeh Taghizadeh, Mahsa Khalili & Fatemeh Haj Hosseini
Iran University of Science and Technology (IUST), Iran
The purpose of this study was to investigate English language instructors’ viewpoints about different types of teacher knowledge valued in the teaching of English for General Academic Purpose (EGAP). The participants of this study were 10 experienced university professors holding Ph.D. in TEFL and 52 instructors holding MA in TEFL. A questionnaire containing 46 types of knowledge was developed by the researchers. The results of the study revealed that experienced university professors regarded teaching listening, teaching writing, teaching speaking, teaching reading, teaching pronunciation, teaching vocabulary, lesson planning, materials development, designing tasks, syllabus design, preparing learners to communicate effectively in tasks prescribed by their study or work situation, collaborating with the subject specialists of the discipline, and having knowledge of the genres and discourse patterns of the disciplines very useful (100%), while they reported first language acquisition theories, English literature, English as a global language, and World Englishes not useful, respectively. Considering MA instructors’ views, teaching vocabulary, creating exciting learning environment of active knowledge creation and sharing, giving ESP learners a wider choice of learning activities according to their own interest, being able to test and evaluate students’ performance were reported to be very useful, respectively, whereas they regarded English literature, bilingualism/multilingualism, first language acquisition theories, phonology, and World Englishes not useful in the EGAP teaching, respectively.
The above abstract is a part of the article which was accepted at The Second International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.TLLL.IR), 1-2 February 2018, Ahwaz.
