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

English as a Second Language (ESL) T...

Muyesser, Meral.

FindBook

Google Book

Amazon

博客來

English as a Second Language (ESL) Teachers' Experiences and Perceptions of Teaching and Learning Pragmatics in ESL Classrooms: A Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	English as a Second Language (ESL) Teachers' Experiences and Perceptions of Teaching and Learning Pragmatics in ESL Classrooms: A Case Study./
作者:	Muyesser, Meral.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	184 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28151338
ISBN:	9798698500087

English as a Second Language (ESL) Teachers' Experiences and Perceptions of Teaching and Learning Pragmatics in ESL Classrooms: A Case Study.
Muyesser, Meral.

English as a Second Language (ESL) Teachers' Experiences and Perceptions of Teaching and Learning Pragmatics in ESL Classrooms: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 184 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

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

A lack of pragmatic awareness and instruction affects communication both in and outside of the ESL classroom. Thus, it is not only essential to teach pragmatics in ESL classrooms, but it is also critical that ESL teachers have pragmatic knowledge and are aware of the process of how pragmatics should be taught to language learners. This qualitative case study was designed to investigate if community college ESL teachers receive sufficient pragmatic training in their graduate TESL preparation programs and to explore how ESL teachers address pragmatics when it is not part of their program curriculum. The purposefully selected sample was composed of 15 ESL instructors from a community college in the Mid-Atlantic Region. Semistructured interviews were used as the primary instrument for data collection, and observations and document review were utilized as a supportive data collection method. Inductive analysis was used, and the data were coded and organized according to the research questions, and analysis and interpretation of the findings were organized into eight themes that were based on the study's conceptual framework. This research revealed that ESL instructors are not fully aware of the field of pragmatics, and the understanding of its application to their teaching practice is limited. ESL teachers' lack of awareness and limited knowledge of incorporating pragmatics into ESL classrooms are not only linked to inadequate formal pragmatic training in graduate TESL programs but also a lack of language materials covering pragmatics, pragmatics not being considered as a core curricular component in programs, and an overload of curriculum to be covered. The recommendations put forth should be considered for future research and practice. The study elevates a number of opportunities for future research, highlights a strong need in the area of practice, and emphasizes the importance of integrating pragmatic learning and teaching in both ESL teachers' preparation programs and ESL programs.

ISBN: 9798698500087Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

English language learning

English as a Second Language (ESL) Teachers' Experiences and Perceptions of Teaching and Learning Pragmatics in ESL Classrooms: A Case Study.
LDR:03443nmm a2200445 4500 001 2282852
005 20211022115958.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798698500087
035 $a (MiAaPQ)AAI28151338
035 $a AAI28151338
040 $a MiAaPQ $c MiAaPQ
100 1 $a Muyesser, Meral. $3 3561674
245 1 0 $a English as a Second Language (ESL) Teachers' Experiences and Perceptions of Teaching and Learning Pragmatics in ESL Classrooms: A Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 184 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
500 $a Advisor: Kim, Edward.
502 $a Thesis (Ed.D.)--Northcentral University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a A lack of pragmatic awareness and instruction affects communication both in and outside of the ESL classroom. Thus, it is not only essential to teach pragmatics in ESL classrooms, but it is also critical that ESL teachers have pragmatic knowledge and are aware of the process of how pragmatics should be taught to language learners. This qualitative case study was designed to investigate if community college ESL teachers receive sufficient pragmatic training in their graduate TESL preparation programs and to explore how ESL teachers address pragmatics when it is not part of their program curriculum. The purposefully selected sample was composed of 15 ESL instructors from a community college in the Mid-Atlantic Region. Semistructured interviews were used as the primary instrument for data collection, and observations and document review were utilized as a supportive data collection method. Inductive analysis was used, and the data were coded and organized according to the research questions, and analysis and interpretation of the findings were organized into eight themes that were based on the study's conceptual framework. This research revealed that ESL instructors are not fully aware of the field of pragmatics, and the understanding of its application to their teaching practice is limited. ESL teachers' lack of awareness and limited knowledge of incorporating pragmatics into ESL classrooms are not only linked to inadequate formal pragmatic training in graduate TESL programs but also a lack of language materials covering pragmatics, pragmatics not being considered as a core curricular component in programs, and an overload of curriculum to be covered. The recommendations put forth should be considered for future research and practice. The study elevates a number of opportunities for future research, highlights a strong need in the area of practice, and emphasizes the importance of integrating pragmatic learning and teaching in both ESL teachers' preparation programs and ESL programs.
590 $a School code: 1443.
650 4 $a Educational leadership. $3 529436
650 4 $a Language arts. $3 532624
650 4 $a Curriculum development. $3 684418
650 4 $a Educational administration. $3 2122799
650 4 $a English as a second language. $3 516208
653 $a English language learning
653 $a Teacher experiences
653 $a Teacher perceptions
653 $a Learning pragmatics
653 $a ESL classrooms
653 $a Pragmatic awareness
653 $a Language learners
653 $a Mid-Atlantic United States
653 $a TESL programs
690 $a 0441
690 $a 0727
690 $a 0279
690 $a 0449
690 $a 0514
710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertations Abstracts International $g 82-06A.
790 $a 1443
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28151338