Andere Kunden interessierten sich auch für
![Classroom Interaction of EFL Secondary School Teachers]( "Classroom Interaction of EFL Secondary School Teachers")
Classroom Interaction of EFL Secondary School Teachers53,99 €![Curriculum Implementation in ELT: The Practice of EFL Teachers]( "Curriculum Implementation in ELT: The Practice of EFL Teachers")
Curriculum Implementation in ELT: The Practice of EFL Teachers48,99 €![Perceptions of English as a Second Language Teachers]( "Perceptions of English as a Second Language Teachers")
Perceptions of English as a Second Language Teachers32,99 €![Communicative Language Teaching (CLT): Belief and Attitude of Teachers]( "Communicative Language Teaching (CLT): Belief and Attitude of Teachers")
Communicative Language Teaching (CLT): Belief and Attitude of Teachers32,99 €![Impact of Erasmus+ Programs on the Professional Progress of ELT Teachers]( "Impact of Erasmus+ Programs on the Professional Progress of ELT Teachers")
Impact of Erasmus+ Programs on the Professional Progress of ELT Teachers32,99 €![The English Language. Practical English Phonetics]( "The English Language. Practical English Phonetics")
The English Language. Practical English Phonetics24,99 €![A Needs Analysis of Teachers Teaching Science in English]( "A Needs Analysis of Teachers Teaching Science in English")
A Needs Analysis of Teachers Teaching Science in English51,99 €
The main concern of the present study was to compare Iranian monolingual and bilingual English language teacher's grammar knowledge, to see whether there was a significant difference between monolingual and bilingual English teachers on grammatical knowledge. Accordingly, a group containing 120 male and female EFL teachers were selected. To achieve this end, demographic questionnaire to homogenized participants of this study were 61 Azeri-Persian bilingual EFL teachers and 59 Persian monolingual EFL teachers and PET test grammatical knowledge to gather data from samples, were employed. Statistical analyses including descriptive statistics were used. For estimating the reliability of the test, Cronbach 's Alpha was used. After analyzing the data gathered from instruments, the results revealed that the bilingual and monolingual participant's scores in grammar test have no significant differences. In other words, dealing with the mean score of teachers 'marks showed that there was no significant relationship between bilingualism of teachers and their grammatical knowledge.