The relationship between the personality traits of introversion-extraversion in teachers and student talk in speaking classes, and effects of teachers gender on this relationship
Başlık çevirisi mevcut değil.
- Tez No: 21528
- Danışmanlar: DR. LİONEL KAUFMAN
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1992
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 82
Özet
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Özet (Çeviri)
Focusing on teachers, research has revealed that teacher effectiveness in teaching is in part related to personality traits in teachers. According to the advocates of this aspect of language teaching, personality traits represent each person's biological and psychological characteristics that either foster or inhibit success in teaching and learning. In this study, the personality dimension of Introversion-Extraversion was examined in its relation to student talk in terms of turn-taking, the number of students who participated, and direction of talk - teacher-student or student- student - in speaking classes. Two hypotheses - that there is a relationship between the personality traits of introversioh-extraversion in teachers and student talk, and that student participation would be higher in the classes of female teachers - were tested. The study was carried out with eight teachers - two extraverted and two introverted males, and two extraverted and two introverted females. They were identified as introverts and extraverts based on the results of the Maudsley, Personality Inventory (Eysenck, 1970). After this, each teacher's class was observed twice using the verbal flow chart (Richards and Nunan, 1990) to identify student talk in terms of turn-taking, the number of students who I.C. YÜKSEKÖĞRETİM KURULA DOKÜMANTASYON MERKEÜparticipated, and direction of talk. The data collected were analyzed with percentages and Chi- Square Tests. In. addition, for post hoc analyses students' gender and type of teacher questions were also coded and compared with percentages. The results of the first hypothesis revealed that there i*a a significant difference (p
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