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The localisation of the PARSNIP model and authentic materials for Libyan third level EFL contexts

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dc.contributor.advisor Murray, Liam
dc.contributor.author Belaid, Abdulhakim Mohamed Ali
dc.date.accessioned 2016-02-08T12:05:04Z
dc.date.available 2016-02-08T12:05:04Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/10344/4878
dc.description peer-reviewed en_US
dc.description.abstract The chief aims of this thesis are (a) to investigate EFL learner and teacher attitudes, reactions, familiarity and use of authentic materials in a third level context and, (b) to examine the potentials of repurposing and redesigning the PARSNIP model into Libyan third level EFL contexts. A mixed methodology approach was employed incorporating both quantitative and qualitative research instruments in order to accomplish the study aims and objectives. The research data was elicited during a field study in Libya over a two-month period and also through teacher interviews. The analysis of the elicited results revealed that both students and teachers have a strong advocacy and positive attitudes towards such materials in English language acquisition. In addition, the two groups recognise the enormous advantages of authentic materials in enhancing student L2 proficiency over traditional edited materials. However, a mismatch appears between teacher and learner results. An inconsistency was identified in perceptions between what students indicated and what their EFL teachers stated as being the actual use of authentic materials in language classes. Another significant issue in this thesis was the PARSNIP (Politics, Alcohol, Religion, Sex, Narcotics, Isms, Pork) model which was critically evaluated, redesigned and localised for particular third level EFL contexts. This researcher proposes that the PARSNIP model may be recomposited into a two-letter model: the AS (Alcohol, Sex) model. A detailed description of how the PARSNIP model was redesigned and repurposed is presented in the conclusions and recommendations of this thesis. A significant conclusion in the current study was that both students and EFL teachers possess positive attitudes to authentic materials, and that they both recommend that such materials be used within an extended taught curriculum in Libyan Universities to develop, improve, and increase learners’ L2 acquisition and motivation. en_US
dc.language.iso eng en_US
dc.publisher University of Limerick en_US
dc.subject EFL learning en_US
dc.subject Libya en_US
dc.subject English language en_US
dc.subject teaching en_US
dc.subject students en_US
dc.title The localisation of the PARSNIP model and authentic materials for Libyan third level EFL contexts en_US
dc.type info:eu-repo/semantics/doctoralThesis en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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