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Functional allocations of English in...

Hasanova, Dilbarhon.

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Functional allocations of English in post-Soviet Uzbekistan: Pedagogical implications for English language teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Functional allocations of English in post-Soviet Uzbekistan: Pedagogical implications for English language teachers./
作者:	Hasanova, Dilbarhon.
面頁冊數:	184 p.
附註:	Adviser: Margie Berns.
Contained By:	Dissertation Abstracts International68-12A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3291090
ISBN:	9780549357742

Functional allocations of English in post-Soviet Uzbekistan: Pedagogical implications for English language teachers.
Hasanova, Dilbarhon.

Functional allocations of English in post-Soviet Uzbekistan: Pedagogical implications for English language teachers. - 184 p.

Adviser: Margie Berns.

Thesis (Ph.D.)--Purdue University, 2007.

This study uses qualitative methods to investigate the functional allocations of English in educational and social contexts in the Republic of Uzbekistan following the political changes of 1991. It also examines Uzbek people's attitudes toward the use of English in this EFL context before and after the collapse of the Soviet Union. The study provides a rationale for making relevant changes to English education, draws implications for curriculum and teacher training, and makes suggestions for improving the teaching and learning of English in the country. The theoretical framework that guided the research is based especially on work by Braj Kachru (1983 and after) and Margie Berns (1990 and after), who investigated the spread and the functions of English in non-native contexts.

ISBN: 9780549357742Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Functional allocations of English in post-Soviet Uzbekistan: Pedagogical implications for English language teachers.
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520 $a This study uses qualitative methods to investigate the functional allocations of English in educational and social contexts in the Republic of Uzbekistan following the political changes of 1991. It also examines Uzbek people's attitudes toward the use of English in this EFL context before and after the collapse of the Soviet Union. The study provides a rationale for making relevant changes to English education, draws implications for curriculum and teacher training, and makes suggestions for improving the teaching and learning of English in the country. The theoretical framework that guided the research is based especially on work by Braj Kachru (1983 and after) and Margie Berns (1990 and after), who investigated the spread and the functions of English in non-native contexts.
520 $a The findings reveal that curriculum changes for English language education, which emerged as a result of educational reforms in Uzbekistan, have not been completely implemented mostly due to the shortage of financial support and insufficient teacher training. Because locally organized teacher training institutions are unable to provide effective education, the majority of Uzbek English teachers lack both theoretical knowledge and practical understanding of the principles of new (communicative) approaches to teaching foreign languages. Nevertheless, as a result of the unique role of English in the global village, the Uzbek people's favorable attitudes toward the language and their effort to catch up with the Western world, English has become the most widely learned foreign language in Uzbekistan.
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