The use of research and theory in English language teaching in Botswana secondary schools

dc.contributor.author	Mooko, T.
dc.date.accessioned	2008-07-24T11:23:17Z
dc.date.available	2008-07-24T11:23:17Z
dc.date.issued	2005-03
dc.identifier.citation	Mooko, T. (2005) The use of research and theory in English language teaching in Botswana secondary schools, Educational Studies, Vol 31, No.1, March, pp. 39-53	en
dc.identifier.issn	0305-5698 (print)
dc.identifier.issn	1465-3400 (online)
dc.identifier.uri	http://hdl.handle.net/10311/165
dc.description.abstract	The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience and individual creativity.	en
dc.language.iso	en	en
dc.publisher	Carfax Publishing, Taylor & Francis Group. http://www.informaworld.com/smpp/title~content=t713415834	en
dc.subject	Botswana	en
dc.subject	Language	en
dc.subject	Research	en
dc.subject	Second language	en
dc.subject	Teaching	en
dc.title	The use of research and theory in English language teaching in Botswana secondary schools	en
dc.type	Article	en