Teachers Awareness In English Language

The Effect of Teachers’ Language Awareness on Their Reading Task Design Ability

The importance of teachers’ role in educational systems is undeniable. An obvious parallel can be found between quality of teacher education courses and teachers’ act in their classes. It is a matter of concern in EFL contexts that so many teachers of English seem to have such limited knowledge of the language they are teaching (Thornbury, 1997). There are some reports in some parts of the world which claim that teachers are not well trained (Townsend & Bates, 2007). LA should be one of the main parts of pre-service and in-service courses’ content in order to train teachers with sufficient language awareness to do well in their classes. Moscowitz (1976), in a

(Source: Thornbury, 1997, p.7) and so many other questions can show their insufficient LA. Providing no answer or incorrect response may damage teachers’ confidence to continue their job. Consequently, teachers with lack of confidence may encounter problems in their pedagogical decisions. What teachers do in their classes and their pedagogical decisions are affected by their language awareness (Andrews, 2001).
Hopefully, the findings of this study would help teacher trainers and educators to prepare would-be teachers for their future jobs. Providing teachers with sufficient knowledge about what they are going to teach can facilitate both the teaching and learning processes.
A linguistically aware teacher understands how language works, anticipates and understands the student’s problems with language, pays attention to errors and other interlanguage features, can promote language learning by designing appropriate tasks in his/her classes. The language achieved by the students can show the relationship between the L2 teacher’s language awareness and the effectiveness of that teacher (Andrews, 2007).
The following research question was posed to conduct the current

For the second language teacher education curriculum, the learners may be both would-be teachers and practicing teachers. Information about the starting perspective includes information about the learners of the teacher education curriculum and their expectations. Information about the learners and their expectations contains who they are, what they know, and know how to fulfill their expectation. From ending perspective the information is gathered about what the learners should know and be able to do as a result of teacher education programs. Graves (2009) developed a framework for planning second language teacher education programs. In the framework, it is mentioned that planning an educational program should focus on who will be taught, what will be taught, how it will be taught, and how what is learned will be