The Relationship between Teachers and Learners’ Beliefs about Learning Reading Skills: A case of Teacher’s in Semnan

The present study attempted to investigate the relationship between teachers’ beliefs and learners’ beliefs about Learning Reading Skills. It intends to probe the question that do teachers’ beliefs play any role in shaping learners’ beliefs in Learning Reading Skills Participants of the study were 6 teachers and 32 learners from different schools of Semnan. Data was gathered through semistructured interview that was piloted before data collection. This study was done within Sociocultural Theory framework. Data were analyzed through content analysis. Recurring themes after content analysis include Reading strategies and factors that influence it like, skimming, scanning, extensive reading, the role of media, the role of pre-reading, use of dictionary, guessing the meaning. The findings suggest that teachers’ beliefs about Learning Reading Skills were convergent with learners’ beliefs. Teachers are recommended to be aware of the effects of their beliefs in shaping students’ beliefs

کلیدواژه ها:

teachers’ beliefs ، learners’ beliefs ، vocabulary learning ، reading comprehension