東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Pragmatics instruction in the Englis...

Patton, MaryLynn.

FindBook

Google Book

Amazon

博客來

Pragmatics instruction in the English as a second language classroom: Teachers' and students' perceptions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Pragmatics instruction in the English as a second language classroom: Teachers' and students' perceptions./
作者:	Patton, MaryLynn.
面頁冊數:	449 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645137
ISBN:	9781321337679

Pragmatics instruction in the English as a second language classroom: Teachers' and students' perceptions.
Patton, MaryLynn.

Pragmatics instruction in the English as a second language classroom: Teachers' and students' perceptions. - 449 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ed.D.)--Alliant International University, 2014.

This item must not be sold to any third party vendors.

This mixed-method study examined how target language pragmatics was taught in the second language classroom and the perceptions of both ESL instructors and their students. The ESL instructors in the study were two English language instructors who taught high intermediate to advanced levels at a private language school in Southern California. The ESL students in the study were students, aged 18-40, who were taking classes with at least one of the two instructors. Two teacher participants were interviewed using semi-structured recorded interviews. An additional four teachers were given a survey to determine their perceptions on their teaching and assessing pragmatics as well as their educational background. The students were given a questionnaire to determine their beliefs and opinions about their pragmatic learning. Additionally, student focus groups were interviewed and recorded to gain more rich data. Recorded interview data was transcribed and analyzed to determine themes. Quantitative data from the survey and questionnaire were used to support the themes. This study aimed to describe how ESL teachers teach and assess pragmatics in their second language classroom, and to determine the reasons for their methods of teaching and assessing in this area in relation to their TESOL training in pragmatics. This study allowed ESL students the opportunity to voice their opinions on the target language social norms that are or are not being taught, as well as on the target language pragmatics instruction. The results of this study showed that teacher education in TESOL has largely ignored pragmatics; however, when it was covered, it focused on the theory and not practical applications. The lack of pragmatics instruction evident in the classroom observations proves that teachers may not be able to translate exposure to theory into practice. The activities that engage the students may differ for each student; there is no strategy to predict the activity they may like. It was determined that students greatly preferred role plays and group discussions; however, they also wanted variety. The focus of the discussion need not be on whether pragmatics should be included or not, but rather how to include it in the ESL curriculum.

ISBN: 9781321337679Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Pragmatics instruction in the English as a second language classroom: Teachers' and students' perceptions.
LDR:03346nmm a2200313 4500 001 2056595
005 20150529101945.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321337679
035 $a (MiAaPQ)AAI3645137
035 $a AAI3645137
040 $a MiAaPQ $c MiAaPQ
100 1 $a Patton, MaryLynn. $3 3170360
245 1 0 $a Pragmatics instruction in the English as a second language classroom: Teachers' and students' perceptions.
300 $a 449 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Adviser: Kenneth Kelch.
502 $a Thesis (Ed.D.)--Alliant International University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This mixed-method study examined how target language pragmatics was taught in the second language classroom and the perceptions of both ESL instructors and their students. The ESL instructors in the study were two English language instructors who taught high intermediate to advanced levels at a private language school in Southern California. The ESL students in the study were students, aged 18-40, who were taking classes with at least one of the two instructors. Two teacher participants were interviewed using semi-structured recorded interviews. An additional four teachers were given a survey to determine their perceptions on their teaching and assessing pragmatics as well as their educational background. The students were given a questionnaire to determine their beliefs and opinions about their pragmatic learning. Additionally, student focus groups were interviewed and recorded to gain more rich data. Recorded interview data was transcribed and analyzed to determine themes. Quantitative data from the survey and questionnaire were used to support the themes. This study aimed to describe how ESL teachers teach and assess pragmatics in their second language classroom, and to determine the reasons for their methods of teaching and assessing in this area in relation to their TESOL training in pragmatics. This study allowed ESL students the opportunity to voice their opinions on the target language social norms that are or are not being taught, as well as on the target language pragmatics instruction. The results of this study showed that teacher education in TESOL has largely ignored pragmatics; however, when it was covered, it focused on the theory and not practical applications. The lack of pragmatics instruction evident in the classroom observations proves that teachers may not be able to translate exposure to theory into practice. The activities that engage the students may differ for each student; there is no strategy to predict the activity they may like. It was determined that students greatly preferred role plays and group discussions; however, they also wanted variety. The focus of the discussion need not be on whether pragmatics should be included or not, but rather how to include it in the ESL curriculum.
590 $a School code: 1634.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Sociology, Sociolinguistics. $3 1669082
690 $a 0441
690 $a 0455
690 $a 0636
710 2 $a Alliant International University. $b San Diego, HSOE. $3 2094382
773 0 $t Dissertation Abstracts International $g 76-03A(E).
790 $a 1634
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645137