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Rethinking of Self-Monitoring and Self-Response Roles in Teaching Grammar Knowledge to Iranian EFL Learners
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</div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 87356</div> </div> </div> </div> <div class="card publication-listing mt-3 mb-3"> <h5 class="card-header" style="font-size:.9rem">Rethinking of Self-Monitoring and Self-Response Roles in Teaching Grammar Knowledge to Iranian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gholam%20Reza%20Parvizi">Gholam Reza Parvizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Reza%20Kargar"> Ali Reza Kargar</a>, <a href="https://publications.waset.org/abstracts/search?q=Amir%20Arani"> Amir Arani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the present days, learning and teaching researchers have emphasized the role which teachers, tutors, and trainers’ constraint knowledge treat in resizing and trimming what they perform in educational atmosphere. Regarding English language as subject to teaching, although the prominence of instructor’s knowledge about grammar has also been stressed, but the lack of empirical insights into the relationship between teacher’ self-monitoring and self-response of grammar knowledge have been observed. With particular attention to the grammar this article indicates and discusses information obtained self- feedback and conversing teachers of a kind who backwash the issue. The result of the study indicates that enabling teachers to progress and maintain a logical and realistic awareness of their knowledge about grammar have to be prominent goal for teachers’ education and development programs. <iframe src="https://publications.waset.org/abstracts/59477.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grammar%20knowledge" title="grammar knowledge">grammar knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=self-monitoring" title=" self-monitoring"> self-monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=self-response" title=" self-response"> self-response</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20grammar" title=" teaching grammar"> teaching grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20program" title=" language teaching program"> language teaching program</a> </p> <a href="https://publications.waset.org/abstracts/59477/rethinking-of-self-monitoring-and-self-response-roles-in-teaching-grammar-knowledge-to-iranian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59477.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">561</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" 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