EFL teachers' analysis of foreshadowing in short stories

This study aimed to explore language teachers' beliefs on the analysis of foreshadowing in a short story. The study has also searched into the extent to which teachers reflect their espoused theories on their actual behaviors in regard to analysis of foreshadowing in a short story. In addition, the study investigates the kinds of foreshadowing found by the readers and tries to analyze the foreshadowing in relation to/ from perspective of Schema Theory, Reader Response Theory, Inoculation Theory, and Priming Theory. The participants were 15 English Language teachers. Data were collected through the use of questionnaire, interviews, and verbal reports. The findings revealed those participants' beliefs regarding the analysis of foreshadowing display differences as well as commonalities. Moreover, 6 of the participants reflected almost all of their beliefs on their actual behaviors while the rest had mismatches between their espoused theories and theories in action. As for the kinds of foreshadowing participants found, the findings yielded that prominent foreshadowing in Story 1 and concrete foreshadowing in Lottery had the highest frequencies among the other types/kinds. Key words: Foreshadowing, Short Story, Beliefs (espoused theories)