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Presenter
Miss Reem Issa
University of Essex
UK

Title
EFL Teaching Methodology at Aleppo University in Syria/Considering Teachers’ Beliefs and their Classroom Practices 

Abstract
Hutchinson and Waters (1987) have claimed that although the content in English for Specific Purposes (ESP) may differ from English for General Purposes (EGP), there is no reason to suppose that the methodology of ESP is different from EGP. Conversely, Dudley-Evans and St. John (1998) have argued that the difference between ESP and EGP content implies different teaching methodologies. However, implementation of EFL teaching methodology has been mainly based on teachers’ beliefs. Such beliefs might have an effect on classroom practices (Kagan, 1992). 

To explore this possibility, the present study focuses particularly on EFL teaching methodology in relation to teachers' beliefs and practices in the context of English teaching at the University of Aleppo in Syria. The study used three qualitative methods: reflective essays, interviews, and classroom observations. 

The results show that teachers believed that there should be some differences in their teaching methodology between ESP and EGP classes. However, although the teachers were observed to generally follow classroom practices that are consistent with their beliefs, some points of difference between their beliefs and practices existed. Various impediments constrained her practices, including lack of training and other context-dependent factors. It is argued that training programs and change in the kinds of materials used are necessary for educational development to occur. However, improved methodology can face many obstacles in the implementation process, but, at least, this study can be practical and it can open the door for more promotion in the teaching/learning process at the University of Aleppo in Syria.